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Sheri Edwards

Leading Scholar's U-Turn on School Reform Shakes Up Debate - NYTimes.com - 10 views

www.nytimes.com/...03ravitch.html

school leading scholar's NCLB

shared by Sheri Edwards on 03 Mar 10 - Cached
  • Arthur E. Levine, a former president of Teachers College, where Dr. Ravitch got her doctorate and began her teaching career in the 1970s. “Now for her to suddenly conclude that she’s been all wrong is extraordinary — and not very helpful.”
  • In 2005, she said, a study she undertook of Pakistan’s weak and inequitable education system, dominated by private and religious institutions, convinced her that protecting the United States’ public schools was important to democracy.
  • She remembers another date, Nov. 30, 2006, when at a Washington conference she heard a dozen experts conclude that the No Child law was not raising student achievement.
  • ...1 more annotation...
  • Testing had become not just a way to measure student learning, but an end in itself.
  • Sheri Edwards on 03 Mar 10
     
    "Testing had become not just a way to measure student learning, but an end in itself. "
  • Sheri Edwards on 03 Mar 10
     
    New View -- Expert changes her mind
Al Tucker

Welcome | Teaching Copyright - 51 views

www.teachingcopyright.org

teaching copyright curriculum fairuse creativecommons

shared by Al Tucker on 06 Jun 10 - Cached
  • Jim Farmer on 14 Nov 10
     
    Teaching Copyright curriculum is a detailed, customizable learning plan to help educators raise interesting questions about copyright, technology, and law, such as: * What is legal online? * How is creativity being enabled by new technologies? * What digital rights and responsibilities exist already, and what roles do we play as users of digital technology?
Caroline Bucky-Beaver

Code of Best Practices in Fair Use for Media Literacy Education - 1 views

wwwdev.ncte.org/...fairusemedialiteracy

shared by Caroline Bucky-Beaver on 12 Nov 08 - Cached
    • Caroline Bucky-Beaver
      Caroline Bucky-Beaver on 12 Nov 08
       
      Under the 4th Principle regarding students' use of copyrighted material the article references students' use of copyrighted music. They cannot rely on it when their goal is to establish a mood or convey an emotional tone, or to simply use a popular song to exploit its appeal. This is what I find most students doing when they are using copyrighted songs. In order to use copyrighted songs, they have to demonstrate how they have repurposed or transformed the original. I'm curious to see examples of this that meet fair use.
  • FIVE:  Developing Audiences for Student Work
  • If student work that incorporates, modifies, and re-presents existingmedia content meets the transformativeness standard, it can be distributed to wideaudiences under the doctrine of fair use.
  • ...6 more annotations...
  • Educators and learners in media literacy often make uses of copyrighted works outside the marketplace, for instance in the classroom, a conference, or within a school-wide or district-wide festival. When sharing is confined to a delimited network, such uses are more likely to receive special consideration under the fair use doctrine.
  • Especially in situations where students wish to share their work more broadly (by distributing it to the public, for example, or including it as part of a personal portfolio), educators should take the opportunity to model the real-world permissions process, with explicit emphasis not only on how that process works, but also on how it affects media making.
  • The ethical obligation to provide proper attribution also should be examined.
  • This code of best practices, by contrast, is shaped by educators for educators and the learners they serve, with the help of legal advisors. As an important first step in reclaiming their fair use rights, educators should employ this document to inform their own practices in the classroom and beyond
  • MYTH:  Fair Use Is Just for Critiques, Commentaries, or Parodies. Truth:  Transformativeness, a key value in fair use law, can involve modifying material or putting material in a new context, or both. Fair use applies to a wide variety of purposes, not just critical ones. Using an appropriate excerpt from copyrighted material to illustrate a key idea in the course of teaching is likely to be a fair use, for example. Indeed, the Copyright Act itself makes it clear that educational uses will often be considered fair because they add important pedagogical value to referenced media objects.
  • So if work is going to be shared widely, it is good to be able to rely on transformativeness. As the cases show, a transformative new work can be highly commercial in intent and effect and qualify under the fair use doctrine.
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