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6/24 Virtual Class on Copyright and Fair Use
View this
video
1.
Read
Electronic Plagiarism Seminar. Post
your reactions and reflection in
WebCT . Respond to at
least three classmate's posting.
2.
Complete this
Don't Be a Copy-Cat Student Activity .
3.
Copyright
Bay Take these tutorials and quizzes that
accompany each section listed below for Copyright
Bay. Make a summarizing comment on each of the 6
areas. Hand in a word-processed hard copy next
class meeting. (This is approximately 6-12 sentences
only, total.)
Background Beach to find out a little history of
copyright and fair use, and why they
are important to educators.
Multimedia Wharf to find out about your fair use
privileges in the creation of multimedia.
Single Copying Inlet to find out about your fair use
privileges in making copies of print materials for
scholastic purposes.
Cove of Multiple Copies to find out about your fair
use privileges in making copies for students.
Audio Visual Lagoon to find out the fair use and
performance of videos and other media in the educational
setting.
Dist-Ed Point to find out about copyright issues and
distance education (as opposed to face-to-face teaching).
Write
reflective narratives for your porfolio to address the
standards required for our class:
Writing
Reflective
Narratives
The
purpose
of the
portfolio
is to
assess
how well
you meet
the TPEs.
Although
all the
artifacts
you
place in
your
portfolio
have
been
assessed/graded
by your
professors,
it is
not
clear if
you have
a
thorough
understanding
of the
TPEs and
can make
the
connection
between
the
assignments
completed
in class
with the
teaching
you have
experienced
and the
TPEs.
Your
task to
write a
cogent
reflective
essay
for each
TPE on
how the
artifacts
you have
chosen
provide
evidence
that
shows
you have
demonstrated
meeting
each TPE.
The
narrative
response
is your
story.
It is
written
in first
person,
e.g. “In
my third
grade
student
teaching
experience,
I
created
a lesson
that
illustrates
my
ability
to….
by……..”
As we
all
(faculty
and
teacher
candidates)
learn
through
this
process
of
documenting
your
performance,
we have
developed
a
continuously
evolving
document,
“Portfolio
Narrative
Tips,”
for your
use. |
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I.
TECHNOLOGY OPERATIONS AND CONCEPTS.
Teachers
demonstrate a sound understanding of technology operations
and concepts. Teachers:
A. Demonstrate introductory
knowledge, skills, and understanding of concepts related to
technology (as described in the ISTE National Education
Technology Standards for Students).
B. Demonstrate continual
growth in technology knowledge and skills to stay abreast of
current and emerging technologies.
V.
PRODUCTIVITY AND PROFESSIONAL PRACTICE.
Teachers use
technology to enhance their productivity and professional
practice. Teachers:
A. Use technology resources
to engage in ongoing professional development and lifelong
learning.
B. Continually evaluate
and reflect on professional practice to make informed
decisions regarding the use of technology in support of
student learning.
C. Apply technology to
increase productivity.
D. Use technology to
communicate and collaborate with peers, parents, and the
larger community in order to nurture student learning.
VI. SOCIAL,
ETHICAL, LEGAL, AND HUMAN ISSUES.
Teachers
understand the social, ethical, legal, and human issues
surrounding the use of technology in PK-12 schools and apply
those principles in practice. Teachers:
A. Model and teach legal
and ethical practice related to technology use.
B. Apply technology
resources to enable and empower learners with diverse
backgrounds, characteristics, and abilities.
C. Identify and use
technology resources that affirm diversity.
D. Promote safe and healthy
use of technology resources.
E. Facilitate equitable
access to technology resources for all students.
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Denise
Hogan EDUC 422(E01), CRN 30063,