Week 13 - Chapter 11

What are the four questions related to the fair use guidelines that teachers should ask before using copyrighted material?

Since the rise of technology and the widespread use of the internet, it has become virtually impossible to regulate the use of copyrighted material in the "virtual" world. Teachers are especially susceptible to using material created by others. Therefor, creators and publishers have set forth fair use guidelines to help describe the circumstances in which copyrighted material may be used both legally and ethically. But before a teacher can run off and use anything they want, they should ask themselves four basic questions when considering the fair use policy.
The first question is, "What is the intended use of the material?" Deciding the purpose of using the material is crucial. I mean , if you are charging an audience to see a movie, it is a little different from showing an educational video to your class. Obviously, using material for profit is not allowed.
The second question is, "What type of work is it?" Determining the nature off the work is critical also. Did the creators intend for it to be used in the classroom? Does the material contain fact or fiction? Teachers should decide if it primarily for entertainment or educational purposes. Showing Star Wars to a class does not count as an astronomy lesson! All material used in a classroom should be of an educational nature.
The next questions teachers should when considering the fair use guidelines is, "How much of the work do you intend to use?" Is it a clip, or a full-length feature film? Are you copying a couple of pages, or an entire text? Common sense dictates what teachers should do. They should never reproduce anything in its entirety unless it is absolutely necessary.
The last question is perhaps the most important. "What impact does this kind of use have on the market for the work?" Taking money out of the hands of the creators and publishers is exactly what we are trying to avoid. If an original can be purchased, than it should be. Of showing a new movie to an entire school is going to keep those students from going to the theater to see it, then it should not be shown. Again, a little common sense is in order.
Even if the material falls within the fair use guidelines, teachers should not just go around copying anything they wish. Teachers should limit the amount of copyrighted material used in their classrooms. Using work for one class once a year is acceptable, repeated use is not. And as always, teachers should give credit where credit is do, to the people who created the material in the first place.

Week 12 - Chapter 10

What are alternative learning systems? How might they enhance traditional education?

Alternative learning systems (or alternative delivery systems) are hybrid instructional systems that use both traditional and distance learning strategies for the delivery of instruction. This means students not only receive instruction from their teachers on-site, but also from instructors around the country.
Distance learning technology has been around for decades, but its use has been limited by expensive, hard to use equipment. As technology has advanced, more and more schools are turning to non-traditional methods to reach students. The equipment is now cheaper and more user friendly and as it turns out, many of the techniques used in distance learning can be applied in traditional classrooms.
Teachers must be careful however, when using this type of technology. Often times, lessons are simply repeated, leaving students stuck in redundancy. But when used properly, in tandem with traditional classroom work, alternative learning strategies enhance student learning and teacher delivery. It is especially useful when trying to reach those hard-to-reach students that might otherwise fall behind with classwork.
These strategies include, but are not limited to, online lectures, course materials and calendars, online activities, interactive programs, webquests, and online practice exams. Students and teachers can create presentations that can be viewed by any computer. Parents, students, and teachers can easily keep track of assignments or conduct online conferences that might not have otherwise taken place. The uses for this type of technology are virtually limitless.
Application of these systems provide opportunities for self-paced learning and allow time for make-up work. It also allows teachers to update materials from home at night, on the weekends, or even while vacationing. Online conferencing provides users the opportunity to share information, form study groups, or review test materials.
When used together with traditional classroom teaching methods, alternative learning strategies can really enhance instruction and learning, benefiting both students and teachers alike. The use of technology gets students ready for the work force and the sooner they learn how to use these systems, the brighter their future will be.

Week 11 - Chapter 9

Why is it important to preview and evaluate videos? What tools should you use to be sure a video is communicating the intended message to your students?

There is a plethora of movies and videos available for use in the classroom today. From downloadable DVDs to VHS, virtually every subject in school has some sort of video program available for educators to use in tandem with each lesson. These programs enhance learning and can serve to stimulate the interests of young learners. But with so many choices out there, it can be difficult to choose which video is the best for conveying the desired information.
Previewing and evaluating each and every video shown in the classroom is crucial for a teacher. Although the task may get somewhat arduous, it is vital that educators know what they are showing, if not just to be sure there is not any inappropriate material being shown, but that the material is relevant and entertaining. After all, no student wants to watch a boring video about an uninteresting topic.
There are many evaluation tools available for teachers to use to determine the effectiveness of a video program. Just like with the movies from Hollywood, educational videos often use a five-star rating system for quick and easy assessment. These reviews are often biased, however. To avoid bias, educators should use one of the many rubrics that can be found online or in education resource magazines.
These rubrics take into account subject areas, costs, and relevance and rate areas such as content currency and accuracy, engagement, support materials, and technical qualities. These tools allow teachers to quickly decide which show is right for which lesson and which shows are inappropriate for the classroom. Because of the sheer amount of videos available, no one teacher can watch everything, but he or she must watch what is going to be shown in their own rooms no matter what.