Fair Dealings in the Classroom



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     How many times have we asked our students to display their knowledge and thinking using a web tool but we have not explained how to share or protect their work properly.  It is a cycle that needs to be addressed as more and more content is created and shared.  Many times, I have used content created by others to enhance the students understanding of concepts or ideas.  Am I being fair with the creator? 
     Through some readings I did find out that showing content for educational purposes are acceptable however, there are some guidelines that go along with this viewing (see link below.)  Before showing content from the internet a discussion on how to share and protect material is a great way to begin to break the cycle.   As a primary and junior teacher, I would try and relate the idea in terms that they would understand.  For example, I would start the conversation asking how they might feel if someone come into their homes and used their favourite toy.  The discussion would further develop on how they have felt when someone has put a mark on their work or added something they didn't want on their work?  By linking prior experiences to the use of content on the internet helps them understand the importance of protecting work.  This is the spring board for students to begin to understand fair dealings of content.  From here, I would model the idea of searching for content that is open to use and would set expectations for students to do the same when they use content in works they are creating.  After students create content, I think they need to have a discussion of what they would like to be done with their work.  This should lead to students to some level of understanding of the creative commons. 
     I wonder if by having students understand they not only can share content but they have  rights to the content they have created might motivate them to higher expectations and standard of themselves?


Copyright Matters! Some Key Questions and Answers for Teachers
Creative Commons

Social Networking Tools in the Classroom

     We have been told over and over as educators that we must engage and create meaningful tasks for students.  What is more meaningful and engaging to students than using the technology and tools many of them use during their free time?  Using social networking in class will engage students while at the same time teaching them how to act responsibly online.  Many students use these social networking tools outside of class without any boundaries.  They have not had anyone teach them how to create comments or how to respond to comments.  The only guide many students have is to read what others have posted.  Students will mimic what they see. Therefore, as teachers if we are to use social networking in class it is important that we model and teach students how to present themselves electronically.  There should be discussions around safety and how to post and respond to comments.  If this is done in class, students will develop an understanding of how to develop a positive digital footprint.  By using of social networking tools in class the students will be taught first hand how to use the tool properly.

Some uses of social networking in class:

Tweeting a point of view of a character - this exposes the students to multiple ideas.  These ideas my confirm or give new perspective on the character.
Blogging responses - This allows collaboration, discussion and reflection.
Pinning interesting facts or related ideas to an area of study. For example, when studying a character the students might pin symbols that reflect the character, places the character might go, clothing the character would wear, things that the character might be interested in.  This is a great way for the students to infer about the characters. 

By giving meaningful and engaging tasks the students are not only consumers of information but they are become creators of information.

How do we make students accountable and ensure that they are using the tool for the right purpose in class?  How do we ensure that the networking tool fits the task?

 

Digital Footprint - An impact on privacy, security and reputation

     As I begin my journey into my course I must also take my first steps into using social media and thus expanding my social footprint.  I have often thought of my digital footprint and thus check to see what comes up when I search my name.  I also search my children's names and found that my nine year old was linked to nine results and my four year old was linked to one result.  This was a little surprising as neither is active on the internet. 
      I was curious to find out more on digital footprints and found out that our footprints can be created through active and passive acts.  Active acts are when an individual willingly shares information and thus creating a footprint online.  Our footprint is also created through passive acts such as surfing the net.  Profile companies link and collect data on individuals to determine likes and dislikes.  The company then analyses the date and is able to determine habits, preferences, intentions and possible future behaviour of an individual.  It is important for all individuals to be aware of this in order to create positive footprints by discriminating what information is shared.
     A footprint is something we leave behind, it is like our legacy.  As teachers, we need to ensure that we leave behind a legacy that has a positive impact on students.  Our legacy should inspire, inform and teach.  Information that can do this should be shared by teachers. 
     The impact of sharing information:

• loss of privacy
• loss of trust others use our information inappropriately
• loss of reputation if information is negative or incorrect

As teachers we must model and guide students to develop a positive footprint.

 

What is your legacy?