Group items tagged

16% posted personal interests 15% posted information about their physical activities 20% gave out their real name 5% posted information about their school 6% posted their home address 6% posted their phone number 9% posted a photograph of themselves

Should teachers become virtual "friends" with their students?

Opinions are mixed. Opponents fear innocent educators will be branded sexual predators for chatting with students online, while proponents caution against overreacting to a powerful communication tool.

Most school districts, however, have yet to define the rules of virtual engagement. In the Houston area, many districts block access to social-networking sites on campus computers, but they don't have policies addressing after-hours use between educators and students.

Musical works. Performance rights organizations (ASCAP, BMI and SESAC) handle copyright licenses for the performance of musical works, including their performance in a podcast. Separate licenses are necessary from each performance rights organization because each company represents different publishers of composers' musical works. Sound recordings. Copyright licenses for the playing (or "performance") of sound recordings historically have been handled directly with the owners of the works, usually record companies. (Over-the-air broadcasters are not required to obtain copyright licenses for playing sound recordings. They must, however, hold licenses for playing the underlying musical works.)

Reproduction. By contrast to webcasting, a podcast may include a reproduction of a sound recording. Podcasting is an interactive activity. It results in the transmission of a sound recording which is fixed and is accessible on demand by the user. The reproduction requires clearances or licenses - for the sound recording, and for the musical work. Although the performance rights societies offer licenses to cover the musical works in a podcast, no uniform or industry-wide licensing scheme has developed yet to cover the sound recording.

This leaves the podcaster with three choices: to attempt to obtain licenses from the record companies; to limit podcasts to sound recordings not subject to copyright protection (generally, U.S. recordings pressed before February 15, 1972 [careful: a CD reissue of a pre-1972 recording is a new, protected, sound recording]); or to eliminate sound recordings altogether from podcasts.

Iditarod Collaborative Project.

This project is open to all FOURTH to SIXTH GRADE STUDENTS Worldwide between the months of April to June, 2008

The main purpose of this project is provide a way for teachers to collaborate with other teachers all over the world about the book (and soon to be released) "PRINCE CASPIAN".

The research indicates that the movement toward Web 2.0 use to engage students and address individual learning needs is largely being driven in districts from the bottom up – starting with teachers and students

Overall, the research confirms school districts are using or planning to use several types of Web 2.0 technologies, but reveals there is still resistance to using online social networking for instructional purposes.

ther key results of the survey include: The three most frequently cited reasons for adopting Web 2.0 technologies are: addressing students’ individual learning needs, engaging student interest, and increasing students’ options for access to teaching and learning. Online communications with parents and students (e.g., teacher blogs) and digital multimedia resources are the Internet technologies most widely used by teachers, and a majority of districts have plans for adopting these technologies or promoting their use. Teacher-generated online content (e.g., multimedia lessons, wiki-based resources) is likely to be the next area of growth in the use of Web 2.0 technologies. Almost half of districts have plans for adopting or promoting the creation and sharing of this content through Web 2.0 tools.