Fair use of copyrighted material or intellectual property, deals primarily with the ethnics of using another persons creative works. It is unethical to use another persons creative work for your own personal gain or profit. Copyrighted material such as books, videos, images and software should only be copied or used by getting permission from the persons who owns the rights to the material
There are many legal issues relative to fair use of copyrighted material. Inappropriate use of this material without the owners permission can result in a lawsuit where the violator has to compensate the owner. For example; a teacher who copy a book to distribute to all of his students is in violation of fair use, even if the teacher does not charge the students for the books. The person who owns the copyright has to give permission to allow the teacher to do this. Of course I could give many examples of that would be a copyright violation.
The copyright law defines fair use differently for education. For instance, If for some reason I copy an article out of a book and distribute it to my class would be a legal act. However if I charged my students for the article, then I would be in violation of the fair use of copyrighted material.
Fair use is determined on a case by case basis. If you are not educated about what is and what isn't legal, then I suggest you make an attempt to do so. There are serious implications for violators.
Monday, March 28, 2011
Sunday, March 13, 2011
Authentic and Meaningful Learning
The method of learning I have chosen from the Technology Integration Matrix, falls under the category of "Adaptation and Constructive". This in my opinion is leaked to the first learning category of the International Society of Technology Education(ISTE) and speaks directly to A through D.
The example I have chosen speaks to the ISTE standard of learning with technology in a meaningful way. The students are using technology and making use of tools logically. The kids are working in a group using collaborative skills to determine the effects of a weather condition. Using this real world application makes the learning experience more meaningful. The kids can understand the importance of each aspect of determining the effects of certain weather conditions.
All of the students are separated in taking on real life roles as scientist, mathematician, sociologist, and technologist. They have to determine how they can redirect a hurricane before it becomes to destructive. Their final solution will be a digital presentation using a prototype.
I found this to be the most unique of all the projects because there is an amalgamation of four important disciplines, needed to determine the most effective strategy to solve this complex problem.
Students should be directed to interact with real world applications in order to explore their creative thinking. They need to understand the importance of collaborating and working as a team. If they see their peers working to accomplish a task they will want to buy in an become competitive.
The aforementioned project supports the ISTE standard.
#1: Facilitate and Inspire Student Learning and creativity.
a. promote, support, and model creative and innovative thinking and
inventiveness.
The problem is identified and teacher has designed the learning activity such a way that it directly speaks to a.
b. engage students in exploring real-world issues and solving authentic
problems using digital tools and resources.
The teacher is involved with directing the students on how to use web-applications for both research for investigation.
c. promote student reflection using collaborative tools to reveal and
clarify students' conceptual understanding and thinking, planning,
and creative processes.
Here the teacher is encouraging students to interact with one another to share their information to promote all the above.
d. model collaborative knowledge construction by engaging in learning
with students, colleagues, and others in face-to-face and virtual
environments.
The teacher explains in his narrative how he engages in the learning process with the kids.
This learning exercise encapsulates ISTE standard 1. It is exemplary of the benefits of such an learning experience. It has also given me more ideas to promote creativity by using technology in the classroom. The class Curr518 has equipped me with sufficient hands on knowledge, which will allow me to use more web-based technological applications in the classroom.
The example I have chosen speaks to the ISTE standard of learning with technology in a meaningful way. The students are using technology and making use of tools logically. The kids are working in a group using collaborative skills to determine the effects of a weather condition. Using this real world application makes the learning experience more meaningful. The kids can understand the importance of each aspect of determining the effects of certain weather conditions.
All of the students are separated in taking on real life roles as scientist, mathematician, sociologist, and technologist. They have to determine how they can redirect a hurricane before it becomes to destructive. Their final solution will be a digital presentation using a prototype.
I found this to be the most unique of all the projects because there is an amalgamation of four important disciplines, needed to determine the most effective strategy to solve this complex problem.
Students should be directed to interact with real world applications in order to explore their creative thinking. They need to understand the importance of collaborating and working as a team. If they see their peers working to accomplish a task they will want to buy in an become competitive.
The aforementioned project supports the ISTE standard.
#1: Facilitate and Inspire Student Learning and creativity.
a. promote, support, and model creative and innovative thinking and
inventiveness.
The problem is identified and teacher has designed the learning activity such a way that it directly speaks to a.
b. engage students in exploring real-world issues and solving authentic
problems using digital tools and resources.
The teacher is involved with directing the students on how to use web-applications for both research for investigation.
c. promote student reflection using collaborative tools to reveal and
clarify students' conceptual understanding and thinking, planning,
and creative processes.
Here the teacher is encouraging students to interact with one another to share their information to promote all the above.
d. model collaborative knowledge construction by engaging in learning
with students, colleagues, and others in face-to-face and virtual
environments.
The teacher explains in his narrative how he engages in the learning process with the kids.
This learning exercise encapsulates ISTE standard 1. It is exemplary of the benefits of such an learning experience. It has also given me more ideas to promote creativity by using technology in the classroom. The class Curr518 has equipped me with sufficient hands on knowledge, which will allow me to use more web-based technological applications in the classroom.
Friday, March 4, 2011
Mathematics: Finding the Area
Last week we looked at some creative ways to find the area of various geometric figures from your textbook. For the first method, we used guess and check method and the other was a more exact measurement using a grid. I was pleased with the attention and eagerness that most of you demonstrated during this lesson. As I mentioned, the mathematics you are doing requires commitment. I was amazed to see all of you grow as you successfully completed the class assignment.
I instructed you to connect the grid squares at a minimum and try to estimate the area of the figure. All of you were quite successful at this task. Then we turned to the second method. As you discovered this method was more accurate. Here we connected more dots in the grid. Each part of the geometric figure became a part of a unit square , after which you determined the portion of the geometric figure by subtracting the portion from the unit square.
A more detailed analysis of the exact measurement would be the following:
1. Connect the grid dots creating unit squares all around and inside the
geometric figure.
2. Determine the size of the piece you are concerned with by subtracting
it from the total area of the unit square. In this case all pieces
will be fractions of 4ths. For instance if the piece occupies 1/4th or
a quarter of the unit square, there will be 3/4 that we are not
concerned with because the figure does not occupy that space. So we
have 3/4 + 1/4= 4/4=1, as you can see we have subtracted the piece of
our concern from the total area of the unit square.
3. Once you have determined the measurement of each piece within the
unit square, you add all the pieces up. Example: 1/4 + 1/4 +1 +1= 2.5
This concludes the assignment, it is my hope that this further reinforced the concept of finding the area...
I instructed you to connect the grid squares at a minimum and try to estimate the area of the figure. All of you were quite successful at this task. Then we turned to the second method. As you discovered this method was more accurate. Here we connected more dots in the grid. Each part of the geometric figure became a part of a unit square , after which you determined the portion of the geometric figure by subtracting the portion from the unit square.
A more detailed analysis of the exact measurement would be the following:
1. Connect the grid dots creating unit squares all around and inside the
geometric figure.
2. Determine the size of the piece you are concerned with by subtracting
it from the total area of the unit square. In this case all pieces
will be fractions of 4ths. For instance if the piece occupies 1/4th or
a quarter of the unit square, there will be 3/4 that we are not
concerned with because the figure does not occupy that space. So we
have 3/4 + 1/4= 4/4=1, as you can see we have subtracted the piece of
our concern from the total area of the unit square.
3. Once you have determined the measurement of each piece within the
unit square, you add all the pieces up. Example: 1/4 + 1/4 +1 +1= 2.5
This concludes the assignment, it is my hope that this further reinforced the concept of finding the area...
Subscribe to:
Posts (Atom)