By believing one sees

It’s good to know that the base knowledge that I had about copyrights was accurate.  Although I learned that it was also incomplete.

I learned that my own and student’s work is automatically copyrighted.  Although if a student uses copyrighted material in their work the student cannot give permission for that aspect of the material. (Simpson, 2001)

When it comes to distributing copyrighted material, I learned that I can make copies for my student’s once, and some can only be kept for a limited amount of time.  I also learned that I can’t keep resources and copy them from year to year.  (Simpson, 2001)

I learned that the fines for copyright infringement are heavy, but a 1998 law does provide some protection if material is taken off the web in a timely fashion.  (NOLO, 2003)

It was also nice to learn that copyrights go to the author or creator of material and not to the school.  (NOLO, 2003)

Other things that I learned that I didn’t wonder about:

Video cannot be shown for entertainment without special consent. (Simpson, 2001)

That the person who copies something needs to know what they are copying and why, so don’t ask an aide or student teacher to copy copyrighted work. (Simpson, 2001)

Should get permission to use student work on the web, that student has a copyright on his or her work. (Simpson, 2001)

The use of copyrighted material laws change if it’s being used for distance learning.  (Simpson, 2001)

Assume everything is copyrighted, even if it doesn’t say so.  (NOLO, 2003)

 References

NOLO, (2003). Websites: Five ways to stay out of trouble. Retrieved October 13, 2007, from Stanford Copyright and Fair Use Web site: http://fairuse.stanford.edu/Copyright_and_Fair_Use_Overview/chapter6/6-a.html

Simpson, C. (2001). Copyright 101. Retrieved October 12, 2007, from Educational Leadership Web site: http://www.ascd.org/authors/ed_lead/el200112_simpson.html

The thing that I wonder most about copyrights is how to ensure that my own photographs are copyrighted correctly.

I also wonder how early to teach my students about copyrights and intellectual property.

How early do I as a teacher require students to cite their sources?

I know that you are not supposed to distribute copyrighted material, but can students “borrow” it for several weeks to finish a project?

What are the potential consequences for me as a classroom teacher if I don’t follow the copyright laws?

Can I copyright classroom materials that I have developed or projects that my students have completed.  Who does that copyright go to, me, the students or the school?

Copyrights protect the intellectual property of the creators of written work, photographs, designs, drawings etc.  In order to use any copyrighted material permission must be gained from the copyright holder.

However for educational purposes copyrighted material may be used without consent from the copyright holder.  Citations must be included alongside the material and the material may not be distributed.

As a prospective teacher I know that I will be allowed to use copyrighted material in my classroom so long as it is cited, and so long that I do not distribute copies to my students.

Something that I am just realizing now is that I should also claim copyrights on my own photographs which I would use for educational purposes, so there is no confusion, and citations are consistent.

The Free Dictionary

collaboration:

1. To work together, especially in a joint intellectual effort.

Dictionary.com

collaborate

UDL notes

QuickNote Organizer
Name: Carolyn Westcott
Date: September 28, 2007
Hour: noon
Your Mood: tired

Chapter 2 – “What Brain Research Tells us About Learner Differences”

1.  three components, but all learner’s are different, value different things, critical for UDL

Chapter 3 – “Why We Need Flexible Instructional Media”

1.traditional media, is fixed media, book or speech, same for everyone.  in digital age, media can be adapted for each learner.  Media can be transformed, new representations

Same information, but displayed in different ways

Chapter 4 – “What is Universal Design for Learning” -

1.  origin from architecture accessible for all people and all learners.

goals for a wide range of students, many ways to get there

same methods do not work for all students, need variations

assessment should be varied to be accurate

multiple means of representation
multiple means of expressions
multiple means of engagement

Chapter 5 approaches goals – using UDL to set clear goals

1.  goal setting- clear across students, standards based, students need to know and do, but also motivation to achieve goals.
many ways to reach a goal

Chapter 6 – materials and methods for reaching goals

1.  individualizing instruction,
highlight critical features
supporting background knowledge

Chapter 7  – focuses on assessment

1.  overcoming accurate assessment barriers, individual differences.
support teachers for better instruction

Chapter 8 – “Making Universal Design for Learning a Reality.”

1.  know of no perfect example.
there is no fixed way to do UDL