Monday, March 15, 2010
Friday, March 12, 2010
My contributions to the WebQuest wikis
On the page about WebQuest components, I added the Music Theme Park WebQuest under weak evaluation. The evaluation is a list of questions that can be answered with a simple yes or no. No rubric, no real scoring. Just questions. Pretty weak, if you ask me.
On the page about WebQuest audiences, I added a wonderful example of a real-world goal for students: the Frankenstein 2018 WebQuest. This WebQuest is thoughtfully designed and planned and really gets the students engaged in a conversation among teachers and students who visit their collected work that is linked to the WebQuest.
On the page about creating a product in a WebQuest I added a link to the Rewriting Romeo and Juliet quest I found. The process in this WebQuest is amazingly clear and easy to follow with out being too simplest. A wonderful example.
On the page about WebQuest audiences, I added a wonderful example of a real-world goal for students: the Frankenstein 2018 WebQuest. This WebQuest is thoughtfully designed and planned and really gets the students engaged in a conversation among teachers and students who visit their collected work that is linked to the WebQuest.
On the page about creating a product in a WebQuest I added a link to the Rewriting Romeo and Juliet quest I found. The process in this WebQuest is amazingly clear and easy to follow with out being too simplest. A wonderful example.
Sunday, March 7, 2010
SMARTboard Team Presentation
To explain the FAQ's about the SMARTboard, we wrote, directed, starred, and edited a video about teachers learning the basic ins and outs of the wonderful teaching tool, the SMARTboard!
The lesson plans we found to use with SMARTboard were the following:
Bridget Ferry's Lesson Plans
Romeo and Juliet Jeopardy (Referenced in the Video!)
Copyright Law for Students Writing Research Papers
An Introduction to Figurative Language
Kristen Tripp's Lesson Plans
The lesson plans we found to use with SMARTboard were the following:
Bridget Ferry's Lesson Plans
Romeo and Juliet Jeopardy (Referenced in the Video!)
Copyright Law for Students Writing Research Papers
An Introduction to Figurative Language
Kristen Tripp's Lesson Plans
Wednesday, March 3, 2010
Copyright and Fair Use SR
7) I can't really comprehend how it is okay to post work that uses copyrighted material without permission, even if it is on a secure, password protected site. Work that breaks copyrights should not be published anywhere in my mind. If a student used the work without permission, they should be talked to, taught how to do it right, and asked to re-do the assignment properly in order to get credit. And their original permission-less work should not be posted anywhere. Doesn't make sense to me how this is okay!
10)I know that teachers can use these "legitimately acquired" materials in the classroom. But I didn't know they couldn't share it with other teachers. If they are putting it out there for other teachers to find and use in their classes, I feel that that is good networking and sharing. If it is okay for a teacher to use it, why isn't okay for them to say "this worked great, you should use this in your classroom too" and share?
12) It seemed strange to me that a teacher can tape something off TV or burn a DVD to obtain a clip to use in class or for student use. We can post copyrighted material on supposedly secure sites, and we can hand over burned copies of movies to students for their use in a project, but we can't share materials to use in class with other teachers? Some how most aspects of DVD burning seem illegal and the line looks really fuzzy to me.
15) Why is it a teacher can hand out burned clips to students, but they can't pile a bunch of clips together to show to a class? If it's okay to do with individual clips, it seems like it would be fine to compile those clips into a montage, especially if it's being used as a lesson starter.
16) Teachers can use now illegal-to-make machines to override copyrighted DVDs!? The law giving teachers the right to use technologically blocked material seems fair and good. What I don't understand is how we are allowed to do so through the use of a machine that is now illegal to produce.
10)I know that teachers can use these "legitimately acquired" materials in the classroom. But I didn't know they couldn't share it with other teachers. If they are putting it out there for other teachers to find and use in their classes, I feel that that is good networking and sharing. If it is okay for a teacher to use it, why isn't okay for them to say "this worked great, you should use this in your classroom too" and share?
12) It seemed strange to me that a teacher can tape something off TV or burn a DVD to obtain a clip to use in class or for student use. We can post copyrighted material on supposedly secure sites, and we can hand over burned copies of movies to students for their use in a project, but we can't share materials to use in class with other teachers? Some how most aspects of DVD burning seem illegal and the line looks really fuzzy to me.
15) Why is it a teacher can hand out burned clips to students, but they can't pile a bunch of clips together to show to a class? If it's okay to do with individual clips, it seems like it would be fine to compile those clips into a montage, especially if it's being used as a lesson starter.
16) Teachers can use now illegal-to-make machines to override copyrighted DVDs!? The law giving teachers the right to use technologically blocked material seems fair and good. What I don't understand is how we are allowed to do so through the use of a machine that is now illegal to produce.
Copyright and Fair Use LR
11) It really surprised me that students could take a video and edit themselves into it. I answered that this question would be false and was really thrown off when it was true! It doesn't make much sense to me that teachers can't show montages of clips in class, but they can help students edit themselves into a copyrighted movie or show. This would require burning that show, which is apparently legal with the use of an illegal machine, distributing it to students to edit, and then post the finished product on a secure school website, even though no copyright permission has been obtained. All of this goes against everything I thought about copyrights in schools and teacher's uses of copyrighted material. Some pieces of the laws make sense, but then they seem to cancel out or bypass other important laws. It seems as though the rules are quite clear cut, but very hard to piece together.
How to help someone use a computer
This article gives advice to help computer savvy people help computer newbies. The advice is broken up into two lists; "Things you need to tell yourself" and "Important rules." The thing I need to remind myself most often is to tell whoever I'm helping to actually read and pay attention to messages and prompts that appear on the screen. When a computer prompts you or asks you to do something, it's important to carefully read the message and not dismiss it because it's an interruption. By now, I'm very familiar with the prompts that come up on my Mac and can tell which ones they are just by the shape of the text on the screen. But just because I know them doesn't mean the newbie does, and I shouldn't just tell them what to click, but ask them to read it and help them get in the habit of doing so.
The important rule that really jumped out at me was "don't take the keyboard. Let them do all the typing, even if it's slower that way, and even if you have to point them to every key they need to type. That's the only way they're going to learn from the interaction." This really stuck with me because when I help my mom on the computer, I get frustrated because she is so slow and types with only two fingers and never does what I'm asking her to do right away. It's frustrating and often I try to take the keyboard and just do it for her. But she always demands I give it back because she wants to do it herself. Which is the only way she will truly learn.
I can use the information in my presentation by letting the class test out the Smartboard for themselves and not hijack it and try to show them how it's done.
Agre, Phil. "How to Help Someone Use a Computer." UCLA Department of Information Studies. Web. 04 Mar. 2010..
The important rule that really jumped out at me was "don't take the keyboard. Let them do all the typing, even if it's slower that way, and even if you have to point them to every key they need to type. That's the only way they're going to learn from the interaction." This really stuck with me because when I help my mom on the computer, I get frustrated because she is so slow and types with only two fingers and never does what I'm asking her to do right away. It's frustrating and often I try to take the keyboard and just do it for her. But she always demands I give it back because she wants to do it herself. Which is the only way she will truly learn.
I can use the information in my presentation by letting the class test out the Smartboard for themselves and not hijack it and try to show them how it's done.
Agre, Phil. "How to Help Someone Use a Computer." UCLA Department of Information Studies. Web. 04 Mar. 2010.
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