Copyright Laws in Education
Copyright – Basic Beliefs
1. Anyone who creates an original –
tangible – work deserves to be compensated
2. Creator should be able to control use of
work
Five Rights
~copy
~distribute
~perform
~display
~reproduce
Public Domain – means that the
copyright has expired, works created by the
Fair Use – copyrighted work can be
copied for educational purposes as long as it’s not used as a
substitution of purchasing. Can be applied for
research, teaching, and scholarship.
Common Violations
~showing movie to class as a reward
~copying pictures from the internet to
add to a slideshow
~transferring 16mm to video tape
Intellectual property holders do not
usually respond to teachers’ request. Even if teachers follow laws
correctly, there is still ambiguity or a chance of getting caught.
Fair Use:
1. Purposes – it is for commercial or
non-profit educational use
2. Nature of the work
3. The amount used. How much are you
using?
4. The effect of the work – the value
of why you are using.
Why do copyright violations take place?
~ignorance, mixed messages, convenience,
difficulty and cost of obtaining items
Copyright laws are subject to ongoing
interpretation
Congress can (and has) change(d)
copyright rules at any time.
Under Section 107 of CONFUsion
– there is not simple test to determine what fair use is…
Access front page and then go
under file open to access the specific page of the mindings
collage. Of course if I can't get to the mindings
collage then I can't get to this page to remind me what to do.
Part I
- Schedule computer lab time for research
- Computers in the classroom or adequate resources
- TV's in the classroom for curriculum-related videos
- Graphing Calculators
- Computer labs with basic programs available during class time, before/after
school, during lunch, PE, ETC.
- By providing adequate
software
- By integrating technology into assignments
-By providing class webpage giving appropriate links to resources / assignments
-Programs appropriate to content
- Internet for research
- Incorporate technology into lesson presentations
- Provide time for students to experiment with technology
-
Provide an alternative assignment (Provide options)
- Allow more time in class
- Be available before and after school
- Encourage the use of technology at home (not require)
-Rather than busy work, experiment with technology
- Make sure the assignment is worthwhile, will it benefit students?
Part II
- Visual - Braille, CCTV's, Text Magnification
software
- Writing/reading - voice recognition software
- Gen, (PPT and manipulatives)
- Use examples of people with disabilities in your lesson
- Books on CD
- Hearing -(ADHD / ADD) Personal microphones
- Digital recorders
- Try what is available at your school first
- Research new methods
- Trial and Error
- Grants
- Seek out the advice of specialist
- Cooperative teachers (use your colleagues expertise)
- Web-based games that teach a lesson
How can
technology help to meet these identified needs?
- Evens the playing field
- tailors instruction to targeted weaknesses
- includes all students by modifying instruction
- trains students
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Website
notes
Creating WebQuests
How to create a WebQuest???? Here are some starting points.
1- What is a WebQuest?
A WebQuest
is an inquiry-oriented activity in which most or all of the information used by
learners is drawn from the Web. WebQuests are
designed to use learners’ time well, to focus on using information rather
than looking for it, and to support learners’ thinking at the levels of
analysis, synthesis, and evaluation. The model was developed by Bernie
Dodge with Tom March in 1995. For additional information see The WebQuest Home Page.
2- What are the parts of a WebQuest ?
Components of a WebQuest
include the following:
·
Introduction
·
Task
·
Process
·
Resources
·
Evaluation
·
Conclusion
Excellent flowchart for understanding WebQuests: http://www.spa3.k12.sc.us/WebQuests.HTM
3- Is there a resource for
creating a WebQuest?
4- Are there examples that I can
access for my content area?
5- How are WebQuests
assessed?
6-Assessment for this assignment
Components
of a WebQuest
All
material presented is based on the work of Bernie Dodge (1995)
Components of a WebQuest
·
Introduction
·
Task
·
Process
·
Resources
·
Evaluation
·
Conclusion
The Introduction
•Orients the learner as to what is coming
•Raises some interest in the learner
through a variety of means
–Relate to the
learner's past experience
–Relate to the
learner's future goals
–Is Attractive,
visually interesting
–Is Important because
of its global implications
–Is urgent, because of
the need for a timely solution
–Is fun, because the
learner will be playing a role or making something
The Task
•Is a description of what the learner will
have done at the end of the exercise
•It could be a product, like a HyperStudio stack or PowerPoint presentation, or it might
be a verbal act, such as being able to explain a specific topic
The Process
•Is where the teacher suggests the steps
that learners should go through in completing the task
•It may include strategies for dividing
the task into subtasks, descriptions of roles to be played or perspectives to
be taken by each learner
•The instructor can also use this place to
provide learning advice and interpersonal process advice, such as how to
conduct a brainstorming session
•The Process description should be
relatively short and clear
The Resources
•Is a list of web pages which the
instructor has located that will help the learner accomplish the task
•Pre-selected so that learners can focus
their attention on the topic rather than surfing aimlessly
The Evaluation
•Assessment tool
•Usually in the form of a rubric
•Informs student of expectations and how
these will be measured
The Conclusion
•Provides an opportunity
–To summarize the
experience
–To encourage
reflection about the process
–To extend and
generalize what was learned
•Provides that reader with a sense of
closure