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Alice Barr

The Teacher's Guides To Technology And Learning | Edudemic - 0 views

  •  
    "Welcome to the official guide to technology and learning by Edudemic! This part of Edudemic is meant to offer you, the teacher, some of the best and most popular resources available today. We've combed through hundreds of resources in order to narrow down our guides into something easy to read, easy to use, and easy to share.

    Below are links to the guides we have made so far. They're always a work in progress so be sure to let us know if we missed something or if you have more resources you want us to call out in the guides. We're always looking for the best and most useful resources so don't be shy, share!"
Catie Wooten

Educational Leadership:Literacy 2.0:Plagiarism in the Internet Age - 8 views

  • Teachers who wish to prevent plagiarism should devote extensive instruction to the component tasks of writing from sources.
    • Emily Davison
       
      I tell my students to use their own words but perhaps I should model this directly with them.
    • Caitlin Ruthman
       
      I sort of model this when I give exemplars for projects in which writing in their own words is part of a rubric. I'm not sure that is enough, however. I think maybe my writing doesn't sound enough like their writing in all cases
  • This instruction should focus on the supposedly simple technique of summarizing sources, which is in truth not simple. Many students are far from competent at summarizing an argument— and students who cannot summarize are the students most likely to plagiarize.
    • Caitlin Ruthman
       
      This strikes me as someting teachers in many learning areas could work on with kids rather than defaulting to Language Arts as the place where kids learn about plagiarism
  • The teacher in this tale uses the incident to teach students that using others' words without attribution is a serious crime. He then emphasizes to students the importance of citation and source integration techniques and enlists the school librarian to model how to cite outside works used in a piece of writing.
    • Caitlin Ruthman
       
      I'm not sure that I see the evil/missteps in this example. It doesn't say the student was punished it says the teacher & librarian used it as an opportunity to teach about proper attribution...
  • ...45 more annotations...
  • alternative final projects like creating a brochure
    • Caitlin Ruthman
       
      In the are of copy and paste alternative assessments like these aren't plagiarism-proof
    • Amy Sanders
       
      Testing reply to Caitlin's post.
  • K–16 teachers must spend more time teaching students how to read critically and how to write about their sources.
    • Emily Davison
       
      I agree.
    • Stephen Fox
       
      Ditto
  • Such instruction might begin with techniques of paraphrase.
    • alan hall
       
      What happened to the sticky that I had written here?
    • alan hall
       
      Don, are you out there in cyberspace somewhere?
    • Emily Davison
       
      I'm here
    • Stephen Fox
       
      Hello Emily
    • Don Simms
       
      I'm here now
  • A writer who works only at the sentence level must always quote or paraphrase.
    • Stephen Fox
       
      Interesting concept
  • Educators should also communicate why writing is important. Through writing, people learn, communicate with one another, and discover and establish their own authority and identity.
    • Don Simms
       
      Being able to write about things that you are passionate about will bring even more importance to students' writing.
  • it is easy for well-intentioned students to overlook the boundaries between what they themselves have produced and what they have slid from one screen (their Internet browser) to another (their word-processed document)
    • Sara Petrovek
       
      groovy
    • alan hall
       
      Hi Sara. We're glad to see that you exist.
  • She begins by explaining that inserting synonyms is not paraphrasing. She then guides students in studying a passage and identifying its key words and main ideas that must be retained to paraphrase the passage. Shirley shows her students poor paraphrases of the passage for them to critique. Finally, she has them write their own paraphrase of a 50- to 100-word source passage that they themselves choose.
    • Stephen Fox
       
      Methodology for NOT plagarizing
  • Many students are far from competent at summarizing an argument— and students who cannot summarize are the students most likely to plagiarize.
    • David Pearl
       
      This is the main point
  • This instruction should focus on the supposedly simple technique of summarizing sources, which is in truth not simple.
    • David Pearl
       
      This is important
  • <td style="width: 200px;" valign="top"><!-- BEGIN Right Column Area --> <div id="rightColumn"> <!-- BEGIN SignIn --> <div id="dnn_SignIn"><a name="898"></a><div id="dnn_ctr898_ContentPane" class="DNNAlignleft"><!-- Start_Module_898 --><div id="dnn_ctr898_ModuleContent"> <script type="text/javascript"> function CheckKaLogin() { if (getQuerystring('kalogin') != "") { window.location.href = window.location.href.replace('?kalogin=1', ''); } } function getQuerystring(key, default_) { if (default_==null) default_=""; key = key.replace(/[\[]/,"\\\[").replace(/[\]]/,"\\\]"); var regex = new RegExp("[\\?&]"+key+"=([^&#]*)"); var qs = regex.exec(window.location.href); if(qs == null) return default_; else return qs[1]; } window.onload = function() { if (getQuerystring('kalogin') != "" ) { // window.location.href = window.location.href.replace('?kalogin=1', ''); //alert('kalogin'); } } </script> <div style="overflow: hidden; width: 100%; height: 41px; display: block; background-color: rgb(242, 242, 228);"> <div id="dnn_ctr898_ViewLoginModule_lblTitle" style="font-family: Arial,Helvetica,sans-serif; font-style: normal; font-variant: normal; font-size: 13px; line-height: 43px; font-size-adjust: none; font-stretch: normal; -x-system-font: none; color: rgb(57, 55, 55); font-weight: bold; margin-left: 10px;">MEMBER SIGN IN</div> </div> <div style="background-color: rgb(250, 250, 242);"> <iframe id="dnn_ctr898_ViewLoginModule_kaLoginIFrame" src="#" frameborder="0" height="0" width="0"></iframe> <iframe id="dnn_ctr898_ViewLoginModule_ssoFrame" src="" frameborder="0" height="0" width="0"></iframe> </div> <div style="border-bottom: 1px solid rgb(196, 195, 195); background-color: rgb(250, 250, 242); padding-bottom: 20px;"> <div class="section1"> <div id="dnn_ctr898_ViewLoginModule_divLogin" class="section1"> <div class="vspacer10px"></div> <div class="text11x12black"><span id="dnn_ctr898_ViewLoginModule_lblUserName">Username or Customer ID</span><br> <input name="dnn$ctr898$ViewLoginModule$txtUserName" id="dnn_ctr898_ViewLoginModule_txtUserName" size="15" style="width: 130px;" onkeypress="javascript:clickButtonOnEnter(event,'dnn_ctr898_ViewLoginModule_btnSignIn')" type="text"> <div class="vspacer10px"></div> <span id="dnn_ctr898_ViewLoginModule_lblPassword">Password</span><br> <input name="dnn$ctr898$ViewLoginModule$txtPassword" id="dnn_ctr898_ViewLoginModule_txtPassword" size="15" style="width: 130px;" onkeypress="javascript:clickButtonOnEnter(event,'dnn_ctr898_ViewLoginModule_btnSignIn')" type="password"> <div class="vspacer10px"></div> <input onclick="__doPostBack('dnn$ctr898$ViewLoginModule$btnSignIn','')" name="dnn$ctr898$ViewLoginModule$btnSignIn" id="dnn_ctr898_ViewLoginModule_btnSignIn" value="Sign In" type="button"> <br> <div class="vspacer10px"></div> <div id="dnn_ctr898_ViewLoginModule_lblLink1" class="text10x12black"><a style="font-size: 9px;" href="/customer_service.aspx">Forgot your Username or Password?</a></div> <br> <div id="dnn_ctr898_ViewLoginModule_lblfailloginmessage" class="text10x12black" align="center"> </div> </div> </div> <div id="dnn_ctr898_ViewLoginModule_lblLink2" class="signinoption1" align="center"><a href="/membership.aspx">JOIN ASCD</a> <span class="signinoption2">&nbsp;|&nbsp;<a href="/membership/Learn_More_-_Benefits/Membership_Benefits/Member_Benefits.aspx">MEMBER BENEFITS</a></span> </div> <div style="display: block; padding-bottom: 7px; padding-top: 7px; font-size: 11px;"> <a id="dnn_ctr898_ViewLoginModule_registerEdge" href="http://www.ascd.org/ProfileRegistration.aspx">Register for ASCD Edge</a> </div> <div> <div style="margin: 0pt; font-family: Arial,Helvetica,sans-serif; font-style: normal; font-variant: normal; font-size: 13px; line-height: 43px; font-size-adjust: none; font-stretch: normal; -x-system-font: none; color: rgb(57, 55, 55); font-weight: bold;"> </div> <div style="margin: 0pt;"> &nbsp; </div> <div class="vspacer20px"></div> <div style="display: block; padding-bottom: 7px; font-size: 11px;"> </div> <div style="display: block; padding-bottom: 7px; font-size: 11px;"> </div> <div style="display: block; padding-bottom: 7px; font-size: 11px;"> </div> <div style="display: block; padding-bottom: 7px; font-size: 11px;"> </div> <div style="display: block; padding-bottom: 7px; font-size: 11px;"> </div> <div style="padding-bottom: 7px; font-size: 11px; display: none;"> </div> <div class="vspacer10px"></div> <div style="float: right;" class="signinoption2"> </div> </div> </div> <script t
  • A student who plagiarizes is undermining his or her community's ethics, jeopardizing his or her authority, and erasing his or her identity. That student is missing an opportunity to become a better researcher and writer and is probably not learning whatever the assignment was designed to teach.
    • Stephen Fox
       
      Rationales NOT to plagarize - but do students understand or care?
  • Many of us must first learn methods of online research ourselves. We know the principles of good research, but we may not be experienced in applying those principles to an online environment, and we can't assume that students are, either.
  • Plagiarism in the Internet Age
    • Emily Davison
       
      Why don't students read this article as a springboard to a class discussion around plagiarism? Or, is there another, more student friendly article around plagiarism?
  • Teachers warn students not to copy—or else—and present them with citation guides and the trinity of techniques to write using others' research without plagiarizing: quoting, paraphrasing, and summarizing. The onus then falls on the students, who are expected to use these techniques well, assuming that they know how to do so
  • With well-practiced paraphrasing skills, students are ready to work on summarizing.
  • many have come to regard the Internet itself as a culprit in students' plagiarism. Some teachers go so far as to forbid students from researching online, in the mistaken assumption that if students are working from hard-copy sources only, the problem will disappear.
  • <td style="width: 200px;" valign="top"><!-- BEGIN Right Column Area --> <div id="rightColumn"> <!-- BEGIN SignIn --> <div id="dnn_SignIn"><a name="898"></a><div id="dnn_ctr898_ContentPane" class="DNNAlignleft"><!-- Start_Module_898 --><div id="dnn_ctr898_ModuleContent"> <script type="text/javascript"> function CheckKaLogin() { if (getQuerystring('kalogin') != "") { window.location.href = window.location.href.replace('?kalogin=1', ''); } } function getQuerystring(key, default_) { if (default_==null) default_=""; key = key.replace(/[\[]/,"\\\[").replace(/[\]]/,"\\\]"); var regex = new RegExp("[\\?&]"+key+"=([^&#]*)"); var qs = regex.exec(window.location.href); if(qs == null) return default_; else return qs[1]; } window.onload = function() { if (getQuerystring('kalogin') != "" ) { // window.location.href = window.location.href.replace('?kalogin=1', ''); //alert('kalogin'); } } </script> <div style="overflow: hidden; width: 100%; height: 41px; display: block; background-color: rgb(242, 242, 228);"> <div id="dnn_ctr898_ViewLoginModule_lblTitle" style="font-family: Arial,Helvetica,sans-serif; font-style: normal; font-variant: normal; font-size: 13px; line-height: 43px; font-size-adjust: none; font-stretch: normal; -x-system-font: none; color: rgb(57, 55, 55); font-weight: bold; margin-left: 10px;">MEMBER SIGN IN</div> </div> <div style="background-color: rgb(250, 250, 242);"> <iframe id="dnn_ctr898_ViewLoginModule_kaLoginIFrame" src="#" frameborder="0" height="0" width="0"></iframe> <iframe id="dnn_ctr898_ViewLoginModule_ssoFrame" src="" frameborder="0" height="0" width="0"></iframe> </div> <div style="border-bottom: 1px solid rgb(196, 195, 195); background-color: rgb(250, 250, 242); padding-bottom: 20px;"> <div class="section1"> <div id="dnn_ctr898_ViewLoginModule_divLogin" class="section1"> <div class="vspacer10px"></div> <div class="text11x12black"><span id="dnn_ctr898_ViewLoginModule_lblUserName">Username or Customer ID</span><br> <input name="dnn$ctr898$ViewLoginModule$txtUserName" id="dnn_ctr898_ViewLoginModule_txtUserName" size="15" style="width: 130px;" onkeypress="javascript:clickButtonOnEnter(event,'dnn_ctr898_ViewLoginModule_btnSignIn')" type="text"> <div class="vspacer10px"></div> <span id="dnn_ctr898_ViewLoginModule_lblPassword">Password</span><br> <input name="dnn$ctr898$ViewLoginModule$txtPassword" id="dnn_ctr898_ViewLoginModule_txtPassword" size="15" style="width: 130px;" onkeypress="javascript:clickButtonOnEnter(event,'dnn_ctr898_ViewLoginModule_btnSignIn')" type="password"> <div class="vspacer10px"></div> <input onclick="__doPostBack('dnn$ctr898$ViewLoginModule$btnSignIn','')" name="dnn$ctr898$ViewLoginModule$btnSignIn" id="dnn_ctr898_ViewLoginModule_btnSignIn" value="Sign In" type="button"> <br> <div class="vspacer10px"></div> <div id="dnn_ctr898_ViewLoginModule_lblLink1" class="text10x12black"><a style="font-size: 9px;" href="/customer_service.aspx">Forgot your Username or Password?</a></div> <br> <div id="dnn_ctr898_ViewLoginModule_lblfailloginmessage" class="text10x12black" align="center"> </div> </div> </div> <div id="dnn_ctr898_ViewLoginModule_lblLink2" class="signinoption1" align="center"><a href="/membership.aspx">JOIN ASCD</a> <span class="signinoption2">&nbsp;|&nbsp;<a href="/membership/Learn_More_-_Benefits/Membership_Benefits/Member_Benefits.aspx">MEMBER BENEFITS</a></span> </div> <div style="display: block; padding-bottom: 7px; padding-top: 7px; font-size: 11px;"> <a id="dnn_ctr898_ViewLoginModule_registerEdge" href="http://www.ascd.org/ProfileRegistration.aspx">Register for ASCD Edge</a> </div> <div> <div style="margin: 0pt; font-family: Arial,Helvetica,sans-serif; font-style: normal; font-variant: normal; font-size: 13px; line-height: 43px; font-size-adjust: none; font-stretch: normal; -x-system-font: none; color: rgb(57, 55, 55); font-weight: bold;"> </div> <div style="margin: 0pt;"> &nbsp; </div> <div class="vspacer20px"></div> <div style="display: block; padding-bottom: 7px; font-size: 11px;"> </div> <div style="display: block; padding-bottom: 7px; font-size: 11px;"> </div> <div style="display: block; padding-bottom: 7px; font-size: 11px;"> </div> <div style="display: block; padding-bottom: 7px; font-size: 11px;"> </div> <div style="display: block; padding-bottom: 7px; font-size: 11px;"> </div> <div style="padding-bottom: 7px; font-size: 11px; display: none;"> </div> <div class="vspacer10px"></div> <div style="float: right;" class="signinoption2"> </div> </div> </div> <script t
  • designing plagiarism-proof assignments that spell out how works should be cited and that include personal reflection and alternative final projects like creating a brochure;
  • This instruction should focus on the supposedly simple technique of summarizing sources, which is in truth not simple. Many students are far from competent at summarizing an argument— and students who cannot summarize are the students most likely to plagiarize.
  • Students don't need threats; students need pedagogy.
  • undermining his or her community's ethics, jeopardizing his or her authority, and erasing his or her identity
  • Educators should also communicate why writing is important.
  • students don't know how to find good sources online, they will enter a search term in Google and look only at the first few sources that come up. Consulting only general sources, and therefore going no deeper than a general understanding of the topic, students "can't think of any other way to say it,
  • begin with Wikipedia but then guide them in how to find more varied, deeper sources of information using library databases such as EBSCO, LexisNexis, or ProQuest to verify Wikipedia's claims.
  • none of the 18 papers contained any summary of the overall argument of a source.
  • none of them used fresh language
  • A writer who works only at the sentence level must always quote or paraphrase.
  • Teachers often forget how difficult summarizing another writer's argument is.
  • Such instruction might begin with techniques of paraphrase
  • She begins by explaining that inserting synonyms is not paraphrasing
  • How much unattributed copying from online sources, for example, derives from poor source selection?
  • students who cannot summarize are the students most likely to plagiarize.
    • David Pearl
       
      This is the key point
  • assumption that if students are working from hard-copy sources only, the problem will disappear.
    • David Pearl
       
      This is the key point
  • We believe that an approach far different from either warnings and punishment or attempts to curtail online research is warranted. Teachers who wish to prevent plagiarism should devote extensive instruction to the component tasks of writing from sources. This instruction should focus on the supposedly simple technique of summarizing sources, whic

    • David Pearl
       
      This is cool.
  • ally plagiarizing since at least the 19th century. Doris Dant's 1986 survey of high school students, conducted well before the Internet became a cultural phenomenon, confirms this finding: Eighty percent of the high sc
    • Caitlin Ruthman
       
      Emily- is this making an email for you?
  • The solution is teaching skills, not vilifying the Internet.
    • Emily Davison
       
      Caitlin, stop vilifying the Internet!
  • We believe that an approach far different from either warnings and punishment or attempts to curtail online research is warranted. Teachers who wish to prevent pla

    • David Pearl
       
      Very very very cool



  • March 2009 | Volume 66 | Number 6
    Literacy 2.0    Pages 64-67

    Plagiarism in the Internet Age

    Rebecca Moore Howard and Laura J. Davies

    Using sources with integrity is complex. The solution is teaching skills, not vilifying the Internet.


    Many teachers see plagiarism as a simple, black-and-white issue. Teachers often bring up the topic at the beginning of a research paper unit, discuss it in one classroom period, and never say the word plagiarism again unless students are caught copying, when this term is dragged out once more to accuse and punish the guilty. Teachers warn students not to copy—or else—and present them with citation guides and the trinity of techniques to write using others' research without plagiarizing: quoting, paraphrasing, and summarizing. The onus then falls on the students, who are expected to use these techniques well, assuming that they know how to do so.

    In an age when students gravitate to online sources for research—and when tremendous amounts of both reputable and questionable information are available online—many have come to regard the Internet itself as a culprit in students' plagiarism. Some teachers go so far as to forbid students from researching online, in the mistaken assumption that if students are working from hard-copy sources only, the problem will disappear.

    We believe that an approach far different from either warnings and punishment or attempts to curtail online research is warranted. Teachers who wish to prevent plagiarism should devote extensive instruction to the component tasks of

    • David Pearl
       
      I love this idea
  • Many teachers see plagiarism as a simple, black-and-white issue. Teachers often bring up the topic at the beginning of a research paper unit, discuss it in one classroom period, and never say the word plagiarism again unless students are caught copying, when this term is dragged out once more to accuse and punish the g
    • David Pearl
       
      The key
  • Discuss intellectual property and what it means to "own" a text.
    • Emily Davison
       
      This is a floating sticky note. Wow, fun!
  • ts gravitate to online sources for research—and
    • Amy Sanders
       
      I'm cool
  • coauthored articl
    • Catie Wooten
       
      Coauthored articles might help with plagiarism in classes.
  • If we fail to teach these skills, our students will always be in peril of plagiarism,
    • Catie Wooten
       
      Isn't this the message we all need to hear?
Cathy Wolinsky

Interesting Ways | edte.ch - 0 views

  •  
    My Interesting Ways to Use series has been really successful. I measure their success in how useful they are to teachers and other educators in helping with professional development. I say "My" in the loosest sense of ownership really, as with all of the presentations they belong to us all. I just kickstart them and point them off in the right direction.They have been a great example of crowdsourcing good quality classroom ideas and it has been great fun connecting with all of the people who have taken time to add an idea. It is remarkable what can be achieved and created together if you give people the right way to do it. Thanks for all the help so far.
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