What I Learned About Copyright
GET PERMISSION FIRST is the rule of thumb!
I found learning about copyright laws to be interesting and helpful. I learned that we have free reign to public domain publications. I learned many tips about the use of copyright on the Internet. We cannot copy anyone’s web page and use it as our own, not even pieces of it. It’s also an issue to post graphics from other Internet sites without permission. It does not mater if your a one room school from the mountains or a large University you can still get caught breaking copyright laws and be slapped with a large fine. You cannot fool your students or any school personnel into copying materials protected by copyright. I also had my question answered, we must cite the source and show who owns the copyright when using multimedia productions, when fair use applies.
Filed under Uncategorized | Comment (0)What I Wonder About Copyright
As a teacher in the classroom, I wondered if you needed permission to use video clips in your classroom?
Filed under Uncategorized | Comment (0)What I Know About Copyright
I know that copyright laws have been established to protect the work completed by someone. Copyright laws were created to prevent material from being duplicated by another person. They were created to ensure credit is given to the person that made it. Copyright laws were put into place to ensure the money made for the material was given to the proper owner of the material.
Filed under Uncategorized | Comment (0)A Reflection David Rose’s Podcast
Notes from Podcast
Name: Heather Nace
Date: 9/30/07
Hour: 10:44
Your Mood: cheerful
Chapter 1: Education in the Digital Age
1. Universal Design for learning to create a framework that enables students to learn effectively in the classroom. The use of technology in the classroom is rapidly changing in our society. We need to look at the new generation of technology in the classroom and reevaluate and update the old.
Chapter 2 – “What Brain Research Tells us About Learner Differences”
1. Theory and research – how does the brain work and function, what does research show us about how adults and children take in information.
2. The brain is made-up of the cortex and frontal lobe this is where we process and receive information. The brain takes in information using three different networks. The three networks are recognition (creative information), strategic (how learning takes place) and affective (why it takes place). These three networks help us understand how information is received in the brain.
Chapter 3 – “Why We Need Flexible Instructional Media”
- The use of multi-media in the classroom is important to create successful learners in our changing digital society.
- In a new digital world we need to offer our students a wide array of multi- media in the classroom. We need to do this to help cater to all the students learning needs in the classroom. It’s important also to meet individual needs of each student through audio, visual and hands- on material for the regular or exceptional education student.
Chapter 4 – “What is Universal Design for Learning”
- The importance of Universal Design being implemented into the classroom and its impact on meeting the needs of the students.
- How do we help teachers meet the needs of their diverse students on an individual basis and meet the New York Standards?
Chapter 5- “Approaches goals – using UDL to set clear goals”
- It’s important to create clear goals for students that are measured with true accuracy. Can the goal be accomplished by the student and is it a fair goal? That is the question we must ask ourselves.
Chapter 6 – “Materials and methods for reaching goals”
- The use of UDL and how it can help support the students’ goals. How will design instruction help support meeting the goals?
- Design Instruction is supported through recognition of learning, strategic learning and affective learning. We also must incorporate flexible support into the goals, how flexible are the goals we are trying to achieve? We should also consider what kind of methods we are using in the classroom.
Chapter 7 – “Focuses on Assessment”
- With the use of UDL in the classroom it helps keep classroom assessments fair.
Chapter 8 – “Making Universal Design for Learning a Reality.”
1. Support systems- we need a collaboration from school administrator’s, teacher trainings, roles of exceptional and regular education teachers, curriculum planning and community involvement to help build support and create the Universal Design.
QuickNote Organizer
Name: Heather Nace
Date: 9 /29/07
Hour: 2:34pm
Your Mood: relaxed
“Universal Design for Learning”
background of Education/the changes that are happening in today’s society with tech. and what we are facing schools
Brain research
New technologies
Chapter 2 -“What Brain Research Tells us About Learner Differences”1. What we have learned, Parts of the brain we use, sets up framework by divisions, recognize. Objects, front half brain- allows movement through body, center- help evaluate what’s important ex. hungry you eat. Learn something from the environment-how do we act on them and what’s important. Students react differently
what have we learned, three parts of the brain, learn something from the environment, what’s important in environment. Student differ
Chapter 3 – “Why We Need Flexible Instructional Media”
1. Methods in which we learn. Digital media- can adapt to individual differences. Media can be transformed in different ways. View of learning the materials used to learn. Fixed meaning -stage is set. New world allows to be flexible, appears different to everyone. Media can be transformed in many different ways. Digital meaning is more flex. can be engaged in many different ways.
Chapter 4 – “What is Universal Design for Learning” -1. Design learning environments – buildings needed to be fixed universal design era, teaching and learning, created by full range of users in the beginning. It applies, ways in which we set goals. How we make goals and objectives. Methods -the same ones do not work for all students, looking beyond textbooks. Text book is fixed. Evaluation/ assessment- what does the student know? Variation in the way we assess students with needs or without. Help design a learning environment- help be a better teacher look and see how you can change things.
Chapter 5 approaches goals – using UDL to set clear goals
1. The way we set and approach goals. Goals – goals are composites things that student need to understand. And ways in which motivation is key to reaching goals. Multiple ways at reaching goals. What is this goal about? UDL -individual instruction- what can we do to motivate students.
Chapter 6 – materials and methods for reaching goals
1. “Go to teachers first”
Materials and methods of reaching goals. What do you do, student will learn, motivated self-regulated, recognize information, critical features, students are diff. from each other, background of ed.
Chapter 7 – focuses on assessment
1. How do we assess, use of media, assessments that are accurate, support teachers with good instructions
Chapter 8 – “Making Universal Design for Learning a Reality.”–http://www.btcactus.org/news.cfm?subpage=105042
Supports and considerations, no perfect universal design journey we have begun needs a lot of progress, talks about there as of application in tech., teacher trainings roles, collaborative planning, make it a reality the Universal Design. The roles of teacher, parents. Resources- books, web, digital links to find new resources everyone learns in their own way, audio, visual hands-on. What works and the alternatives we use to learn new information.
How to support Strategic, Recognition and Affective Learning
Recognition-The teacher will provide activities that use the five senses and array of multi-media. An example would be to teach a lesson on baking an apple pie. We would break down the parts into steps to prepare to bake the pie from prep work, during and the end result. The media I would present to the students would be in the following form, Grandma’s cookbook, audio recording, interactive web recipe and a pie that is already made.
Strategic learning-The children will learn how to participate at school social dances (Native American dancing). The children will do this through their background information on watching others dance. The teacher will share a variety of multi-media materials with the students to see how the Native American dancing is performed. This will be done through previous recording of the social dances through video. They will watch a social dance performed by another Indian Reservation school social. We will look at dance techniques on the web. We will practice the dances with a Seneca dance teacher and the classroom teacher. We will practice dancing what we have learned and observed at the next social dance.
Affective Learning-The project is to create your own Science invention using four different multi-media resources. The student that creates the most unique and functional invention wins a reward. First place winner will receive a $50.00 saving bond. Rewards for the top four students will be taken out to their favorite restaurant with a classmate of choice. The rest of the students that put effort and creativity into their invention will win a happy ending sundae from Friendly’s.
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First Post
Thefreedictionay.com
Collaboration
1. To work together, especially in a joint intellectual effort.
Dictionary.com
Collaborate
1. to work, one with another; cooperate, as on a literary work: They collaborated on a novel.
Lesson Plan
Topic: Dictionary-tooltip add-on
Objective: Six graders will utilize dictionary-tooltip add-on, for spelling list. The students will look up spelling test words, to gain knowledge of definitions and to hear correct pronunciation with the use of audio speakers.
Lesson:
The student will gather together in the computer lab, they have prior knowledge and experience working with other add-ons from Firefox. The students will be given a list of twenty spelling words; they will circle ten words from the list of twenty. The students must use Quicknote to copy and paste five definitions, using the dictionary-tooltip add-on. Then they will use the dictionary-tooltip add-on to use the thesaurus to find a synonym for the remaining five spelling words and also copy that to Quicknote. The students’ assignment will be to write ten complete sentences using the ten words they looked up. They will be required to copy and paste their definitions and thesaurus words into Google documents. This will help them understand the meaning of the spelling words and it will be easier to create sentences from them and increase their familiarity with working in an online environment.
Assessing the objective:
Has the student successful been able to use the dictionary-tooltip add-on component? Was the child able to see and hear the ten spelling words they are looking up? Did the child create 10 meaningful sentences using the ten spelling words? Ask the child if they learned something new, using dictionary -tooltip add-on. End result, how did the child do on this week’s spelling test?
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