Group items tagged

fair use requires judgment.

if the user “transforms” the material in some way, repurposing it in a new media composition, for instance, then fair use likely applies.

or did it just repeat the work for the same intent and value as the original?

Students’ use of copyrighted material should not be a substitute for creative effort.

As soon as you shift from “one-to-one” to “one-to-world,” it changes the focus of staff development from technical training to understanding how to design assignments that are more empowering—and engage students in a learning community with 24-hour support.

learning how to manage the transition from a learning ecology where paper is the dominant technology for storing and retrieving information, to a world that is all digital, all the time.

Leaders must be given the training to: Craft a clear vision of connecting all students to the world’s learning resources. Model the actions and behaviors they wish to see in their schools. Support the design of an ongoing and embedded staff development program that focuses on pedagogy as much as technology. Move in to the role of systems analyst to ensure that digital literacy is aligned with standards. Ensure that technology is seen not as another initiative, but as integral to curriculum.

In a one-to-world approach, the critical question is not, “What technology should we buy?” The more important questions revolve around the design of the culture of teaching and learning.

t’s essential to craft a vision that giving every student a digital device must lead to achievements beyond what we can accomplish with paper.

See an audio slide show about the Mad River Food Hub at the Reimagining Infrastructure series homepage, www.orionmagazine.org/infrastructure.

Fluid intelligence

Crystallized intelligence

One facet of our reading instruction that cannot be overlooked is the importance of teacher readers in building a classroom reading community. According to Morrison, Jacobs, and Swinyard (1999), "perhaps the most influential teacher behavior to influence students' literacy development is personal reading, both in and out of school."

If we don't read, why should our students?

Share your reading life with your students. Show your students what reading adds to your life. If you are reading a nonfiction book at the moment, tell them what you are learning. Pass the children's books you are reading to them when you are done. Describe the funny, sad, or interesting moments in the books you read. When you read something challenging, talk with your students about how you work through difficult text. It will surprise them that you find reading hard at times, too, but choose to read, anyway.

Many students in today's world do not read books outside of school. When they do read, it is text-messages, web pages or homework assignments. For students who did not grow up in homes with books, with adults who read and who read to them, this time to read in school is both necessary and pleasurable. Many of my students need catch-up time when it comes to "hours-in" reading. The 10 minutes at the beginning of each period that I allow my juniors each day equals hours of reading across the months of the school year. My most dedicated readers begin books in the classroom, finish them at home, and return to the classroom/school library to check out new books.