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Paige Graiser

10 Things Teachers Should Know to Get Started with Twitter - Arizona K-12 Center Blog - 0 views

azk12.org/...-Get-Started-with-Twitter.html

shared by Paige Graiser on 21 Jun 09 - Cached
  • Paige Graiser on 21 Jun 09
     
    A great place to start!
Ted Sakshaug

StatPlot.com: Visualize Sports Stats - Powered by StatSheet.com - 0 views

statplot.com

statistics math statplot sports data graphs k-12

shared by Ted Sakshaug on 03 Jun 09 - Cached
  • Ted Sakshaug on 03 Jun 09
     
    Build graphical charts using NFL, NBA, College Basketball, College Football, and NASCAR stats.
Ted Sakshaug

Web 2.0 and Why! - 0 views

docs.google.com/ViewDoc

2.0 tools education schools k-12 all_teachers bestpractices curriculum technology

shared by Ted Sakshaug on 04 Jun 09 - Cached
  • Ted Sakshaug on 04 Jun 09
     
    As we explore these and other new tools, we must ask ourselves; How do we incorporate these into our classrooms in meaningful and useful ways?
Vicki Davis

Educational Videos and Games for Kids about Science, Math, Social Studies and English - 1 views

www.neok12.com

Education news

shared by Vicki Davis on 03 Jun 09 - Cached
  • Ted Sakshaug on 03 Jun 09
     
    Educational videos for k-12. Most subject areas
  • Vicki Davis on 08 Mar 12
     
    Great new website NeoK12 with tons of videos, quizzes and puzzles. There is a lot here, especially for science teachers.
Maggie Verster

21st Century Skills Map for science - 0 views

www.21stcenturyskills.org/...21stcskillsmap_science.pdf

21st century skills school2.0

shared by Maggie Verster on 01 Jul 09 - No Cached
  • Maggie Verster on 01 Jul 09
     
    The Partnership advocates for the integration of 21st Century Skills into K-12 education so that students can advance their learning in core academic subjects.
liam odonnell

Download Media Meltdown for free - 22 views

mediameltdown.net

medialiteracy media_reform k-12 teaching education technology classroom teacherresources resources socialmedia

shared by liam odonnell on 04 Oct 09 - Cached
  • liam odonnell on 04 Oct 09
     
    Download a free copy of Media Meltdown, media literacy graphic novel for 8-14 year olds. Teacher resources, media lit games and more at site.
Ted Sakshaug

The Letters to Santa Project - 8 views

www.globalschoolnet.org/...santa

writing K-12 holiday santa project

shared by Ted Sakshaug on 22 Oct 09 - Cached
  • Ted Sakshaug on 22 Oct 09
     
    Welcome to the Letters to Santa Project!  This was the very first project conducted in 1985 on our pioneering FrEdMail Network (using Apple IIe and 300 baud modems). It continues to be an annual Global Schoolhouse favorite. Around the world, Santa Claus plays an important role in a multitude of cultures. In the United States, he has become a true American folk icon. When you register for this project, we match you up with a partner classroom with which your students exchange their "Santa Letters:" Younger students write letters "to" Santa; Older students impersonate Santa and send their carefully crafted replies.
Jennifer Garcia

SqoolTube: K-12 Educational Videos - 20 views

sqooltube.com

shared by Jennifer Garcia on 30 Oct 09 - Cached
  • Jennifer Garcia on 30 Oct 09
     
    sqooltube video collections by subject
Kathy Benson

Tux Paint - 14 views

www.tuxpaint.org

art graphics opensource paint creativity 4students

shared by Kathy Benson on 12 Nov 09 - Cached
  • Jennifer Garcia on 12 Nov 09
     
    "Tux Paint Open Source Drawing Software for Children (About sponsors) Next From the gallery: Manga Harry Potter By: Vashti Tux Paint is free computer art software for children. * About * Features * Screenshots * Videos * Gallery * Stamps * Reviews * Schools Using It * User Comments * Requirements * Download * Purchase * Documentation * Known Issues * Merchandise * Events * News * Mailing Lists * Developers * Help Us * Links * Contact The Web tuxpaint.org "One of the best freeware programs I have tested in a long time!" - Ask The Computer Lady, February 2006 Open Source CMS 5-Star and "100 Clean" rating, April 2007 More reviews & awards... Tux Paint is a free, award-winning drawing program for children ages 3 to 12 (for example, preschool and K-6). It combines an easy-to-use interface, fun sound effects, and an encouraging cartoon mascot who guides children as they use the program. Kids are presented with a blank canvas and a variety of drawing tools to help them be creative. (See the full list of features.) "
  • Kathy Benson on 07 Sep 12
     
    kidpix like draw program - will run on macs and pcs
Maggie Verster

2009 Schedule (K-12 Online Wiki) - 12 views

wiki.k12onlineconference.org/...2009-schedule

K12onlineconference k12online09 school2.0 wshops Conferences

shared by Maggie Verster on 03 Dec 09 - Cached
  • Maggie Verster on 03 Dec 09
     
    A must "attend" online workshop. Great talks here...
Kelly Faulkner

Curriki - 20 views

www.curriki.com

resources LessonPlans opensource lessons teaching K-12 curriculum

shared by Kelly Faulkner on 22 Apr 11 - Cached
  • Kelly Faulkner on 22 Apr 11
     
    free teacher resources
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.)
  • TWO:  Employing Copyrighted Materials in Preparing Curriculum Materials
  • 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
  • The principles are all subject to a “rule of proportionality.” 
  • 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.
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