I learned about how easy it is to forget about copyright laws when you are using the internet. I know that many people think that if something is on a website, it’s ‘fair game’ to copy/paste. This applies to me as a teacher because as a new teacher I am constantly creating new documents and looking for information and clip art on the internet. I must be sure to keep copyright and fair-use in mind when using internet material.
I wonder about how people are caught and prosecuted for copyright infringement for smaller issues. ex. pictures off internet, copying two sentences from a webpage. I also wonder about the amount of plagiarism that takes place in our world. This pertains to me as a teacher because I am held accountable for my actions. I want to be sure to protect myself and respect the rights of the author/creator I am borrowing from.
I know that copyright is something that every staff member at my school is trained in every year. I know that anytime you are borrowing information, graphics, video etc. from another person, the source must be cited. I know that if the work was created before a year in the 70′s (1972?) that copyright lasts 70 years after the author dies.
Copyright mostly applies to me as a teacher when I am creating activities that correspond with my lessons. EX: – using googled pictures on microsoft word documents.
- copying software onto multiple computers
- copying worksheets from a copyrighted textbook.
QuickNote Organizer
Name: Christopher Tepas
Date: 10/03/07
Hour: 5:50
Your Mood: Content
Chapter 2 – “What Brain Research Tells us About Learner Differences”
1. Affective networks, located in our brain evaluate what is important and significant to the learner.
2. Students differ in all three main components of the brain, ways they recognize, act, and evaluate their environment.
Chapter 3 – “Why We Need Flexible Instructional Media”
1. The new world of digital media allows us to make media that is more flexible and can adapt to individual differences (i.e. small to big, text to spoken word).
Chaper 4 – “What is Universal Design for Learning” -
1. The origins of universal design come from the field of arcitechture
where buildings had to be assisible for all users.
2. Universal design refers to the setting of goals and objectives for students, variation of methods for individual differences, and assessing student learning in a variated way that are accurate to the objective we are trying to reach.
Chapter 5 approaches goals – using UDL to set clear goals
1. Make sure that student goals are understood and that their are multiple ways of reaching that goal so that all learners can be assessed.
Chapter 6 – materials and methods for reaching goals
Recognition learning based on:
-supporting background knowledge
-highlight critical features
Chapter 7 – focuses on assessment
1. What are the barriers to accurate assessment and how do we overcome them? - use new media, accurate assessments that adapt to differences
Chapter 8 – “Making Universal Design for Learning a Reality.”
1. No school is a perfect example of UDL.
2. The purchace of technology, collaborative planning, roles of special ed and regular ed teachers andparent involvement are all issues that need to be considered iin making universal design a reality
3. The book accomidates people with it recorded on podcast and downloadable audio on the internet.
4. Options and alternatives are important to teach all students
–http://www.btcactus.org/news.cfm?subpage=105042
collaboration
thefreedictionary.com
1. To work together, especially in a joint intellectual effort.
dictionary.com
1.the act or process of collaborating.
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