Assistive Technology Google Site

Here is a link to my in progress website on Assistive Technology:

https://sites.google.com/site/profdevelopmentassistivetech/

Activity #6: Fair Use Case Study

The Problem: A science teacher and media specialist designed an online unit of study through the creation of a “virtual zoo” to be built collaboratively by students.  The zoo was intended to help teach students understand fair use practices and to use Flickr as an educational resource.  The students used iWeb to build their site and photographs taken by other people from Flickr.  An email from an angry owner of one of the photos followed, who called the usage “theft” because the school did not ask for permission to use his photos. The photographer did not feel the student use of his work was fair use.  The librarian maintains that she teaches the students practice “fair use” because the students always make sure the photos are copyright friendly and they cite the sources through URL links.  She says she makes sure the students “add value” to the photos through the content of their virtual zoo websites to constitute for fair use.

Analysis Of Response: It is great that the librarian taught the students to add URL links to give attribution to the owners of the photos, but this is not enough. Copyright.gov stresses that citing a source is not the same as obtaining permission. It is not only a courtesy but a legal responsibility to ask permission to use another person’s work.  The only exception to this requirement would be if the work is specifically listed as Creative Commons, but even then it would still be a good precaution to request usage.  The video does not say if the angry photographer used Creative Commons copyrighting or not, so I would guess that asking permission would have been the appropriate response to the situation. 

The librarian also says it is important for students to “transform” or “add value” to a work.  There is nothing in copyright law that says using the photograph for a different purpose than its original intent makes it “fair use”.  According to Section 107 of Copyright law, it is illegal to use an image if it interferes with the owner’s ability to make a profit from their work (Copyright.gov).  Although the photographs were used by students for educational purposes, it is possible that usage diminishes the value and uniqueness of the original photograph.  Diminishing the value of the original work would be considered infringement.  

My Response: 

The librarian says the “owner’s rights are limited.”  According to Educationworld.com,  copyrighting is designed to protect the owner more than those who want to use the owner’s work.  Since the district is ultimately responsible for any infringement by the students or teachers, it would have been a good idea to contact a district technology coordinator or attorney to see what their thoughts were on how to teach and utilize the work of others in an effort to avoid legal battles.  If the virtual zoo was my project, I also would have taught the students to only use Creative Commons work to make sure the owners have expressed the rights for people to use their work without permission.  I would have created a tutorial with screenshots of how to locate Creative Commons pictures through the advanced search tools on Flickr and other relevant websites like morguefile.com.  I also would create something similar to a dichotomous key to help students make sure they have taken all necessary steps to avoid copyright infringement.  While the librarian had the students reflect on copyright infringement as a closing activity, this is something I would have done as an opening activity to stress the importance of using the work of others.  As Educationworld.com says, it is important as a teacher to encourage fair usage among students and an understanding of the responsibility that goes along with using another person’s copyrighted work.  

Reflective Post #6: Legal And Ethical Uses of Digital Information And Technologies

www.copyright.gov: Copyright Law

Copyright.gov explains that a copyright is meant to protect the owner of a unique work’s right to reproduce their creation and permit others to share it.  The website also notes that copyrights cannot protect unrecorded ideas-- Only concrete evidence of someone’s creativity through audio recording, writing, artwork, etc. is eligible for protection.  

 At times, a creative work may be considered “Fair Use”.  This means that people besides the owner may use portions of the work without asking for permission.  However, there is a fine line between “Fair Use” and copyright infringement.  Section 107 of Copyright Law lists four factors that help determine if usage is “Fair”: 

1)  The purpose of the use  (For example, will it be used for commercial or educational reasons?) 

2) The nature of the copyrighted work

3) The portion of the overall work that will be used 

4) The effect the use of work has on its potential for profiting the owner. 

Some general examples of items that are typically considered “Fair Use” include quotes, reproducing a portion of work for student use, and judicial proceedings.  Copyright.gov stresses that citing a source is not the same as obtaining permission.  When one questions whether or not usage is “Fair”, it is better to consult an attorney or not use the source.  

www.educationworld.com: Education World

Educationworld.com makes great suggestions for understanding copyright use specifically in educational environments.  It advises teachers is to avoid using a resource if its copyrighting status is unclear.  The site reminds teachers that their districts are ultimately responsible for any violations teachers and students make, so it is important to limit liability by requesting permission and using “Fair Use” sources.  The site also stresses the importance of teaching students to respect copyright law by asking permission themselves.  

Copyrighting is designed to protect the owner’s rights to “distribute, perform, display, transmit, or transform” their work for compensation.  Most items are copyrighted even if the author of the work does not make the presence of the copyright known.  Writing, music, theatrical works, and art are all copyrighted while facts, slogans, names, procedures, and ideas are not. Since laws and methods of publicizing creative works have evolved over time, there are a few valuable points to remember.  Any work before 1923 is no longer copyrighted, and items published between 1923-78 are not copyrighted unless specifically marked.  Additionally, work is considered legally copyrighted for 95 years after it is published.  

Educationworld.com explains that technology lie in somewhat of a gray area.  They are not specifically covered under law because no laws have ever been agreed upon regarding protection of technology related sources.  It is suggested that teachers use the guidelines created by the Consortium of College And University Media Centers (CCUMC) to help them avoid infringement.  The CCUMC notes “Fair Use” for teachers can include utilizing materials for classroom and remote instruction, conferences, and job interviews.  It is important to obtain permission if a work is used for two years or longer, and one is always responsible for citing sources.  If any written works are used, a maximum of 2 pages or 10% of the text (whichever is less) is permitted.  One image can be used from an illustrated source.  The website continues on to describe procedures for using software, music, and video footage in the educational environment as well. Educationworld.com reminds teachers that classroom websites and portals all leave a digital footprint.  It is especially important to request permission and cite URLs because content owners can easily track usage through internet searches.  

www.creativecommons.org: About Creative Commons

Creative Commons is a free website database that encourages the royalty-free distribution of photos, information, and songs.  While the internet provides unlimited access to incredible resources, Creative Commons believes copyrights inhibit usage and therefore prevent the potential for new work to be made in the future.  In an effort to help all people thrive off of public information, the website allows users to share, utilize, and build upon created original work.  Creative Commons work is still copyrighted, but it allows owners to be more specific about interested users’ rights.  After answering a series of questions concerning your sharing preferences, the website will match you with an appropriate Creative Commons license.  The organization hopes to use its public sharing options to maximize the creativity of all people.    

www.creativecommons.org/education: Creative Commons And Educational Uses

Creative commons is an excellent resource for educational environments.  The website explains that “education is sharing” and strives to help others extend their knowledge by providing them with "Fair Use" resources.  The organization believes that copyright is extremely restrictive in the learning process and wants to provide as many opportunities to spread information without legal concerns as possible.  Creative Commons gives people the opportunity to view and share documents with an open license in an effort to give others automatic permission to use work.  It provides users with “Open Education Resources” to educators that can be used as teaching tools in the classroom.

Reflection

I really believe in Creative Commons as an appropriate measure for protecting and sharing original work.  I love that Flickr has adopted it, allowing users to perform advanced searches for creative commons licensed photographs.  I have the students use Flickr Creative Commons searches regularly for locating reference pictures for their art projects.  Morguefile.com is also a great open source image database.  

Copyrighting seems outdated and unclear to me.  Even the “Fair Use” policies are vague.  While there are many people who are aware of legalities and risk consequences through the appropriation of others’ work, I think there is a large group of people who are willing to educate themselves but have trouble making sense of the terms of Section 107.  For example, I know someone who is currently being threatened with copyright infringement.  He is being sued because the name of his food-related website shares the name of larger restaurant chain out of town.  After reading about work that is able to be copyrighted on educationworld.com, it doesn’t sound like the restaurant has grounds to sue because names are not copyrighted.  If there was any clear explanation or if he had any idea that these threats were going to occur, I know he would have chosen a different name for his website.  

I think the copyright policies either need to be more concrete or all unique works need to begin using Creative Commons.  Regardless of the source and copyrighting stipulations, it is always polite to request permission from the owner.  I have a website of my artwork and choose not to watermark any of my high-resolution images.  I realize this allows anyone to freely use and re-post my work, but I choose to take this risk hoping that anyone who uses it will help direct people back to my site.  I have greatly appreciated when people have asked permission to use my pictures on their personal websites.  I also like Tumblr and Pinterest because users can easily show retribution to the original owner through URL links.  Copyright law will constantly change with technology infused methods of creating original work.  Hopefully creators will see the potential their work has to impact others and lean toward open use policies.    

Rubric Evaluation

Summary Paragraphs: Good, 5 points

There is one well-developed summary paragraph per reading. 

Reflection Paragraph: Good, 5 points

There are two reflection paragraphs that connects the readings to my own experiences at school and in the classroom. 

Quality of Writing: Good, 5 points

Writing is clear and contains no spelling or grammar mistakes.  

Connection To Readings: Good, 5 points

Reflection paragraph make a strong and coherent connection to each reading. 

Response Letter To Scenario #2

Dear Ms. Benedict, 

Thank you for inquiring about Ben's accidental encounter on the computer in class yesterday.  The school does have a filter that guards students from inappropriate material for students.  Additionally, the district computers are monitored for inappropriate content.  Websites are constantly re-assessed to ensure they are educationally relevant.  Although these measures are very effective, the district is not able to block all offensive material on the internet.  As a parent, you signed an Acceptable Use Policy form giving your child permission to use school computers in spite of this risk.  The Acceptable Use Policy states, "Despite these [security] measures, students may be able to access content that the Board has not authorized for education purposes, and/or that is inappropriate, offensive, or objectionable.  Parents/Guardians assume this risk by consenting to allow their students to use the Board's Computer Networks."  

Wikipedia is a collective intelligence style website that is typically an appropriate resource for students to access for educational purposes.  Online users who add to Wikipedia pages are required to cite sources.  Users can also add, delete, or edit content.  It appears that the inappropriate content Ben saw was recently posted and had not yet been removed as "irrelevant" and "inappropriate" by Wikipedia and users.  

Ben did the right thing by making me aware of what I saw so I could contribute to filtering changes.  We take pride in teaching our students digital citizenship at school, and Ben exhibited this through his recognition of improper internet etiquette.

It is unfortunate that the image did not get filtered by our district Network, but it is impossible for everything obscene on the internet to be blocked. By signing the Acceptable Use Policy, you as a parent recognized this risk and agreed to permit Ben to use school computers.  You also agreed "not to hold the Board, its individual members or employees responsible for content [your] child may access or be exposed to while using the Board's Computer Networks."  If you would like to revoke this privilege, please let me know and I will contact the District Technology coordinator on your behalf to update Ben's acceptable use policy form.  

Again, thank you for contacting me with your concerns.  Please let me know if I can answer any further questions. 

Sincerely, 

Maura Meyers

[Scenario #2:]

Dear Miss Richards,

I am the mother of Ben Watson.  Yesterday in your class, Ben and his friend, Ryan, visited Wikipedia and saw inappropriate sexual information posted in a section on the rock cycle (of all things!).  Ben said that he told you about it right away and that you told him to stay away from that page.  Is there anything else that will be done about this??  Doesn’t the school have a filter?  How could something like this happen under your watch??  Please respond asap.

Ms. Benedict

Reflective Post #5: Safe And Healthy Use of Digital Information And Technology

In his article, “Digital Citizenship in Schools”, Mike Ribble explains 9 elements of digital citizenship that teachers and schools need to incorporate into classroom learning.  These elements are organized into 3 categories: Elements that directly affect learning and achievement, elements that affect the school environment and student behaviors, and those elements that affect life outside of school (43).  Ribble believes it is important for school technology coordinators to continually assess technology usage to identify replacement technology as well as any areas of concern regarding usage or education (44).  He emphasizes the importance of educators and schools creating technology policies that define the elements of citizenship clearly.  The 9 elements of digital citizenship are the following: Access, commerce, communication, literacy, etiquette, law, rights and responsibilities, health and wellness, and security.  Digital access and digital communication refer to the need for all students, regardless of socioeconomic status, physical location, and disability, to be given equal access to tech devices (16).  Students need to be prepared for a future with technology through the opportunity to use 1:1 devices.  Teachers should not assume that students have been instructed on how to use devices for educational purposes (26).  Digital communication and digital etiquette refer to the importance of teaching students to treat people online and in person with respect while they use digital devices.  They need to be aware of the times and places it is appropriate to use their phones and digital devices (29).  Digital commerce, law, rights, and security refer to the importance of teaching students the importance of making informed decisions online.  Teachers need to educate students about ways to protect data, what to do in situations where their work or words have been “stolen” and used against them, how to distinguish the difference between legal and illegal usage of files online, and how to avoid scams (20).  All of these skills will help students become “educated members of society”.  Lastly, students need to be made aware of the physical health concerns and addictive qualities of using technology (38).  It is important to set students up for appropriate and healthy amounts of technology usage.  

Stopybullying.gov explains that bullying is an unwanted, repeated aggressive behavior among children that involves a “power imbalance”.  There are three types of bullying identified: Verbal, social, and physical.  Verbal and social bullying are both possible through cyberbullying.   Cyberbullying occurs through the use of tech devices including phones, computers, and tablets.  Social media, blogs, and text messaging are a few examples of vehicles for harassment.  Bullying online can manifest itself through  rumor spreading, sharing embarassing photos and videos, creating fake profiles, or sending mean emails, posts, or messages.  Victims of cyberbullying are often being bullied in person as well.  Locating the source of harassment online can prove to be difficult because content can go viral easily, being spread 24 hours a day.  It is important to save and print any evidence of online bullying, keeping track of dates and times.  To prevent bullying online, parents and teachers need to teach students appropriate use of devices.  Online activity should be monitored, and students should be made aware of consequences for inappropriate behavior defined by the school (and law enforcement).  Website hosts and authorities can also be contacted in an effort to extinguish cyberbullying.  

In the NPR article/audio file, “When Playing Video Games Means Sitting On The Sidelines,”  a rehabilitation center called reSTART is showcased for treating men with technology addictions.  Most are addicted to video games, and many have mistaken their interactions with people online for socializing. In reality, their physical social life has often depleted as a result of their habits. Hilarie Cash, the founder of ReSTART, has noticed an increase in technology addictions since the center’s opening.  She defines an addiction as a behavior that controls you instead of you controlling it.  Cash explains that addictions often keep people from sleeping, exercising, and spending time with people they care about.  The ReSTART program tries to teach people to relax in new ways, such as cooking, playing soccer, and meditating.  

As I think about the articles I read for this week, Ribble’s nine elements seem repetitive to me.  “Etiquette” and “communication” could be merged.  It also seems that “commerce” and “security” could fall under one element instead of two.  “Law” and “rights and responsibilities” could also be merged.  Condensing the number of elements would make them more memorable and manageable to teach to others.  I feel that Ribble puts a lot of pressure on teachers to convey the information listed in the digital citizenship elements.  There should be more responsibility placed on the superintendents, state government, and voters as well.  The community who helps vote in policies needs to be educated on the importance of technology if teachers are going to educate students on digital citizenship. 

I don’t think our school successfully teaches all nine elements of digital citizenship.  After talking to my educational technology mentor for EDFI585, it does not sound like commerce, health and wellness, or security are topics that students are given information on in school.  I found it interesting that while Ribble’s article does express the importance of online etiquette, it does not directly verbalize concern about cyberbullying.  This is one topic that our school really does a great job of covering.  Our guidance counselors organize lessons for homeroom teachers to cover that correlate with Olweus anti-bullying curriculum to make sure students are aware of cyberbullying and ways to prevent it.  I think we need to place more emphasis on health and wellness.  I can recall many times during conferences where teachers have expressed to parents the need to reinforce “powering down” all tech devices during homework time.  Parents often report that electronic devices including phones and video games get in the way of educational responsibilities.  It would be nice if our school could use positive reinforcement to give students ideas of fun activities that would allow them time away from electronic devices to reduce the risk of related health concerns.  

Rubric Evaluation

Summary Paragraphs: Good, 5 points

There is one well-developed summary paragraph per reading. 

Reflection Paragraph: Good, 5 points

There are two reflection paragraphs that connects the readings to my own experiences at school and in the classroom. 

Quality of Writing: Good, 5 points

Writing is clear and contains no spelling or grammar mistakes.  

Connection To Readings: Good, 5 points

Reflection paragraph make a strong and coherent connection to each reading. 

Activity #4: Collective Intelligence

After a week of participating in a collective intelligence activity on education through Google Docs, I was not very happy with the experience.  My frustrations with this project may be due to the fact that I am not very comfortable with my Google Doc skills.  There might be ways to find out who added various sections of the text and images, but the revision history does not identify the members of our class.  If I knew who added what, I would talk to them before rearranging or deleting certain items.  I found it distracting that the text was on multiple pages, in different sizes, and in different fonts.  I was annoyed that there were huge blank spaces between text and pictures that I could not figure out how to correct.  On Friday, I tried to rearrange some of the text and unify it through font size and bullet points.  I gave up after the first page or two when I could not figure out how to condense our document onto less pages.  I thought about assigning everyone a color of text so that we could easily identify who wrote what, but we were already wrapping up the collective intelligence activity at this point.  I wish there was a way to annotate and comment on what others write without including it as a main part of the text.  

I think the collective intelligence style of learning has the potential to be beneficial to students, but it needs either a student leader or teacher to take charge in some way.   An outline, color coding, or some guidelines for organization (ex. pictures all on one page, quotes on another page, videos on another, etc.) would greatly benefit the readers of the finished text.  It would help to give somebody the authority to determine an organizational style so that the piece of “collective intelligence” becomes a cohesive, reflective outline of information rather than a scrambled list of notes without documentation.  Collective intelligence is probably best used for pre-writing activities and brainstorming for projects where thoughts are encouraged to be experimental and broad-ranged.  It would be great for students to use while brainstorming what they already know about a topic or reviewing what they have learned.  In my classroom, we will be using collective intelligence techniques using sticky notes this week.  As we learn about complex patterns, each student will be prompted to use pattern principles to transform polka dots into a complex pattern.  The students will draw their pattern on the sticky note, stick it to the chalkboard, and eliminate any repeat designs.  This CI activity is aimed to remind students that there are many opportunities to fulfill project requirements in art class with creative, individualized results.