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Adrienne Michetti

TERC - 10 views

www.terc.edu

math science technology education terc professional curriculum

shared by Adrienne Michetti on 12 Oct 09 - Cached
  • Adrienne Michetti on 12 Oct 09
     
    An education research non-profit devoted to curriculum, professional development, and other learning goals connected and related to science, math, and technical education.
Caroline Bucky-Beaver

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

wwwdev.ncte.org/...fairusemedialiteracy

medialiteracy bestpractices copyright fairuse 5 principles 2008 digitalcitizenship

shared by Caroline Bucky-Beaver on 12 Nov 08 - Cached
  • Fair use is the right to use copyrighted material without permission or payment under some circumstances -- especially when the cultural or social benefits of the use are predominant. It is a general right that applies even in situations where the law provides no specific authorization for the use in question -- as it does for certain narrowly defined classroom activities.
  • guide identifies five principles that represent the media literacy education community’s current consensus about acceptable practices for the fair use of copyrighted materials
  • code of best practices does not tell you the limits of fair use rights. Instead, it describes how those rights should apply in certain recurrent situations.
  • ...30 more annotations...
  • Media literacy education distinctively features the analytical attitude that teachers and learners, working together, adopt toward the media objects they study. The foundation of effective media analysis is the recognition that: All media messages are constructed.Each medium has different characteristics and strengths and a unique language of construction.Media messages are produced for particular purposes.All media messages contain embedded values and points of view.People use their individual skills, beliefs and experiences to construct their own meanings from media messages.Media and media messages can influence beliefs, attitudes, values, behaviors, and the democratic process. Making media and sharing it with listeners, readers, and viewers is essential to the development of critical thinking and communication skills. Feedback deepens reflection on one’s own editorial and creative choices and helps students grasp the power of communication.
  • Lack of clarity reduces learning and limits the ability to use digital tools. Some educators close their classroom doors and hide what they fear is infringement; others hyper-comply with imagined rules that are far stricter than the law requires, limiting the effectiveness of their teaching and their students’ learning.
  • Educators and learners in media literacy often make uses of copyrighted materials that stand far outside the marketplace, for instance, in the classroom, at a conference, or within a school-wide or district-wide festival. Such uses, especially when they occur within a restricted-access network, do enjoy certain copyright advantages.
  • Law provides copyright protection to creative works in order to foster the creation of culture. Its best known feature is protection of owners’ rights. But copying, quoting, and generally re-using existing cultural material can be, under some circumstances, a critically important part of generating new culture.
  • In reviewing the history of fair use litigation, we find that judges return again and again to two key questions: Did the unlicensed use "transform" the material taken from the copyrighted work by using it for a different purpose than that of the original, or did it just repeat the work for the same intent and value as the original? Was the material taken appropriate in kind and amount, considering the nature of the copyrighted work and of the use? If the answers to these two questions are "yes," a court is likely to find a use fair. Because that is true, such a use is unlikely to be challenged in the first place.
  • Both key questions touch on, among other things, the question of whether the use will cause excessive economic harm to the copyright owner. Courts have told us that copyright owners aren’t entitled to an absolute monopoly over transformative uses of their works.
  • Another consideration underlies and influences the way in which these questions are analyzed: whether the user acted reasonably and in good faith, in light of general practice in his or her particular field.
  • Code of Best Practices in Fair Use for Media Literacy Education
  • Through its five principles, this code of best practices identifies five sets of current practices in the use of copyrighted materials in media literacy education to which the doctrine of fair use clearly applies. These practices are associated with K–12 education, higher education, and in classes given by nonprofit organizations. When students or educators use copyrighted materials in their own creative work outside of an educational context, they can rely on fair use guidelines created by other creator groups, including documentary filmmakers and online video producers.
  • These principles apply to all forms of media.
  • The principles apply in institutional settings and to non-school-based programs. 
  • The principles concern the unlicensed fair use of copyrighted materials for education, not the way those materials were acquired. 
  • where a use is fair, it is irrelevant whether the source of the content in question was a recorded over-the-air broadcast, a teacher’s personal copy of a newspaper or a DVD, or a rented or borrowed piece of media. Labels on commercial media products proclaiming that they are “licensed for home [or private or educational or noncommercial] use only” do not affect in any way the educator’s ability to make fair use of the contents—in fact, such legends have no legal effect whatsoever. (If a teacher is using materials subject to a license agreement negotiated by the school or school system, however, she may bebound by the terms of that license.)
  • The principles are all subject to a “rule of proportionality.” 
  • fairness of a use depends, in part, on whether the user tookmore than was needed to accomplish his or her legitimate purpose.
  • PRINCIPLES
  • ONE:  Employing Copyrighted Material in Media Literacy Lessons
  • TWO:  Employing Copyrighted Materials in Preparing Curriculum Materials
  • THREE:  Sharing Media Literacy Curriculum Materials
  • In materials they wish to share, curriculum developers should beespecially careful to choose illustrations from copyrighted media that are necessaryto meet the educational objectives of the lesson, using only what furthers theeducational goal or purpose for which it is being made.
  • FOUR:  Student Use of Copyrighted Materials in Their Own Academic and Creative Work
  • Students should be able to understand and demonstrate, in a mannerappropriate to their developmental level, how their use of a copyrighted workrepurposes or transforms the original. For example, students may use copyrightedmusic for a variety of purposes, but cannot rely on fair use when their goal is simplyto establish a mood or convey an emotional tone, or when they employ popular songssimply to exploit their appeal and popularity.
  • 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.
  • 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.
  • Caroline Bucky-Beaver on 12 Nov 08
     
    Great article outlining copyright, fair use and explaning the 5 principles of fair use in education.
Martin Burrett

Ofsted's new inspection arrangements to focus on curriculum, behaviour and development - 0 views

ukedchat.com/...inspection-framework

inspection Ofsted

shared by Martin Burrett on 18 Jun 19 - No Cached
  • Martin Burrett on 18 Jun 19
     
    "From September 2019, Ofsted will refocus inspections of schools in England, early years settings and further education and skills providers, to make sure that learners are receiving a high-quality education that puts them on a path to future success. Ofsted inspectors will spend less time looking at exam results and test data, and more time considering how a nursery, school, college or other education provider has achieved their results. That is, whether they are the outcome of a broad, rich curriculum and real learning, or of teaching to the test and exam cramming."
Martin Burrett

Curriculum Clarity: Making Things Clear for Students by @RichardJARogers - 0 views

ukedchat.com/...curriculum-clarity

curriculum

shared by Martin Burrett on 05 Sep 19 - No Cached
  • Martin Burrett on 05 Sep 19
     
    "Preparing resources for students can be a really massive job: especially when you have the responsibility of getting kids ready for external exams."
Martin Burrett

http://www.textivate.com/ - 11 views

www.textivate.com

reading activities text cloze text sentences

shared by Martin Burrett on 16 Jan 13 - No Cached
  • Martin Burrett on 16 Jan 13
     
    This is a great site for creating all sorts of online cloze text of missing words and sentence ordering activities. It's great for sentence and grammar work, as well as using text about topics from across the curriculum. Register for free to create text activities to share and embed. http://ictmagic.wikispaces.com/Cross+Curricular
Dave Truss

How Do You Teach Digital Literacy? | EdTech Magazine - 10 views

www.edtechmagazine.com/...-do-you-teach-digital-literacy

DigitalLiteracy inquiryhub pair-a-links MyWeb MyArticles

shared by Dave Truss on 28 Mar 13 - No Cached
  • Dave Truss on 28 Mar 13
     
    The developer of a digital literacy curriculum reveals how to bring substance to its instruction. By David Truss
Vicki Davis

Common Core Curriculum Resources - List | Diigo - 1 views

www.diigo.com/...mmon-core-curriculum-resources

education math commoncore news bestpractices edu_trends

shared by Vicki Davis on 25 Mar 13 - No Cached
  • Vicki Davis on 25 Mar 13
     
    Darren Burris, a math teacher at Boston Collegiate Charter School, has a list of 186 items for Common Core Resources on his Diigo list. He's someone you'll want to follow on Diigo.
Martin Burrett

Knowmia - 7 views

www.knowmia.com

videos ipad resources

shared by Martin Burrett on 13 May 13 - No Cached
  • Martin Burrett on 13 May 13
     
    Find thousands of superb videos on diverse subjects from across the curriculum. You can search and watch the videos without signing in to the site. http://ictmagic.wikispaces.com/Video%2C+animation%2C+film+%26+Webcams
Cara Whitehead

Educational Standards Correlations - 11 views

www.spellingcity.com/al-standards-correlations.html

common core spelling vocabulary standards

shared by Cara Whitehead on 02 Jun 13 - No Cached
  • Cara Whitehead on 02 Jun 13
     
    VocabularySpellingCity provides the following sets of correlations to standards: U.S. Standards by State Common Core Standards for each States' Implementation Australian Standards by State Canadian Standards by Province English National Curriculum Standards
Vicki Davis

700 Free Online Courses from Top Universities | Open Culture - 5 views

www.openculture.com/freeonlinecourses

News education

shared by Vicki Davis on 16 Apr 13 - Cached
  • Vicki Davis on 16 Apr 13
     
    As you work to align and tweak your curriculum, don't ignore these college courses which can give you resources for your course.
Vicki Davis

globalcollaboration - Flat Classroom Workshop 2013 - 1 views

globalcollaboration.flatclassroomproject.org/Flat+Classroom+Workshop+2013

news flatclassroom education tumblr all_teachers

shared by Vicki Davis on 11 Apr 13 - No Cached
  • Vicki Davis on 11 Apr 13
     
    If you're heading to ISTE and you're ready to collaborate globally, Julie Lindsay, Flat Classroom cofounder will be hosting a Flat Classroom workshop at the International School of San Diego on June 20-21 - here's the  information. "Julie Lindsay, co-founder and Director of Flat Classroom, award winning global collaborative projects, and Flat Classroom Conference and Live Events Inc. unique collaborative live events for teachers and students, announces the June 20 & 21, 2-day 'Flat Classroom Workshop - Seven Steps to Global Collaboration'. Educators who want to transform their learning and embrace global collaboration in their curriculum are invited to join Julie for a unique professional development experience at International School of the Americas in San Antonio, Texas."
Vicki Davis

Gearing Up for Common Core in Math - 8 views

www.bamradionetwork.com/index.php

News common core math

shared by Vicki Davis on 24 Apr 13 - No Cached
  • Vicki Davis on 24 Apr 13
     
    Great conversation with Darren Burris about Common Core math in the classroom and how to adjust your curriculum. Another Every Classroom Matters show.
Vicki Davis

The problem with Pearson-designed tests that threatens thousands of scores - 7 views

www.washingtonpost.com/...-threatens-thousands-of-scores

education news pearson testing standardizedtests

shared by Vicki Davis on 07 May 13 - No Cached
  • Vicki Davis on 07 May 13
     
    I agree. Students who got to read the passages ahead of time had an advantage - of course, is anyone looking to see if there was a "hit" on other textbook passages - is this luck or is it corruption. Either way - it smells like corruption. There is a conflict of interest if you're testing and selling textbooks to help kids do better on testing.  "students who read the Pearson test before seeing it on the state test had the opportunity to fill the gaps in their own knowledge-whether through class discussion or simply by reading and answering the questions provided in the curriculum-before they took the test. And that means that the validity of a test that aims to differentiate between "good" and "poor" readers is necessarily called into question. Unfortunately, it seems that New York education officials don't realize how significant this problem is. Or even that it is a problem. (Meryl Tisch, New York Board of Regents chancellor, actually defended the quality of the assessments, boasting that, thanks to a rigorous new quality-control review, the Department of Education had avoided the kinds of problems that lead to last year's now-famous pineapple scandal. And that failure to recognize what may be a far more serious and consequential challenge may be the biggest red flag that Common Core assessment decisions are in trouble in the Empire State."
Martin Burrett

PaperZip - Free Printable Teaching Resources - 10 views

paperzip.co.uk

teaching resources displays

shared by Martin Burrett on 01 Jul 13 - No Cached
  • Martin Burrett on 01 Jul 13
     
    This site has a growing collection of free printables for many areas of the curriculum. Find maths, English and other PDF resources to use in your class. http://ictmagic.wikispaces.com/Cross+Curricular
  • Walter Antoniotti on 18 Jul 13
     
    Here are more free printable resources. http://www.textbooksfree.org/Free%20Internet%20Libraries.htm
Vicki Davis

National Novel Writing Month - 0 views

nanowrimo.org

education news tumblr literature engchat

shared by Vicki Davis on 03 Jul 13 - Cached
  • Vicki Davis on 03 Jul 13
     
    I think every literature teacher should participate in National Novel Writing month in November. It is a great free program that is gamified and electrified by students writing together. Sign up now and plan this into your writing curriculum. You set the goals for your student writing.
Vicki Davis

3 Reasons Coding Should Be a Core Subject | Getting Smart - Linkis.com - 6 views

linkis.com/...7rOHU

coding algebra programming edu_news

shared by Vicki Davis on 01 Oct 15 - No Cached
  • Vicki Davis on 01 Oct 15
     
    Research and information on why coding should be in every school. I'm intrigued by the Algebra/ Coding curriculum mentioned.
Martin Burrett

Freeciv - 8 views

freeciv.wikia.com/Download

games history

shared by Martin Burrett on 13 Apr 12 - No Cached
  • Martin Burrett on 13 Apr 12
     
    Civilization is a popular series of strategy games where players must build empires, trade and wage war. It is also a personal favourite of mine. This is a fab free downloadable version which could be useful in many areas of the curriculum, including money and area in maths and learning about cultures from the past. http://ictmagic.wikispaces.com/History
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