Fair Use:
Unauthorized use of copyrighted material has been a significant issue for educators ever since the development of the Xerox machine, and probably even before that. [I guess Johannes Gutenberg, inventor of the printing press in the 15th century, really started the problem.] Ownership, by the author, of one's creative endeavors was even written into the U.S. Constitution: "the Congress shall have power . . . to promote the progress of science and useful arts, by securing for limited times to authors and inventors the exclusive right to their respective writings and discoveries." Educators actually have more leeway to use the written, digital, visual, and video creations of others than the general public does. However, we also have more people seeing us do so in the form of students, other teachers, and parents. In addition, the actions of teachers, if in violation of rules or laws, can reflect poorly on their school or school system.
The general principle seems to be that teachers should not use the copyrighted material of others in a way or amount which would impair the financial returns the owner can earn or expect to earn from the material. In general, teachers are allowed to use copyrighted materials for teaching purposes if they use only a small portion of the work, make only a single copy, do not repetitively use the same author's material, and/or copy fairly small individual works. A simple message when copying something for the class might be" keep it short, and vary the source". Plus, be sure to give credit to the creator of the information you are making use of.
For the use to be "Fair" four factors need to be considered including the character of the use, the nature of the work, the amount used in proportion to the whole, and the impact on the market for the work. Teachers have traditionally been given pretty wide allowance to use the works of others in the classroom, and the number of copyright infringement suits brought against teachers is reported to be quite small. It is likely that a teacher who made a habit of egregiously copying materials for class presentation would be penalized or fired by their school system for plagiarism, poor lesson planning, or basic laziness before a publishing house or media network would come after them for copyright violations. Still, it makes sense to follow the rules since doing so creates a good example for students and respects the intellectual possessions of others.
There is a lot of wonderful digital information out there in both word and visual/video formats. I could see teachers at risk of unfairly using copyrighted material because it is easy to do so. But I also see teachers at risk of being scared off from optimally using resources accessed via the Internet because we do not want to violate rules.
Sunday, April 15, 2012
Saturday, April 14, 2012
EDUCATIONAL ISSUES
LANGUAGE DIVERSITY:
When teaching the sciences to students who are English language learners, there are extra challenges for the student in learning the language of science while also becoming more proficient in their English as a second language. An article in the Journal of Science Teacher Education found that the science teachers also feel that they often have learning needs themselves in how to better teach science to the ESL student:
"Results suggest that language barriers as well as ELL students' lack of science foundational knowledge challenged teachers most. Teachers perceived that appropriate instructional materials and pedagogical training was most needed. The findings have implications for science teacher preservice and inservice education in regard to working with language minority students."
It would seem that the student, for whom English is a second language, may have a dual challenge in science classes- becoming more proficient in English, as well as learning the scientific content specifically. In addition, science teachers are probably well versed in their direct discipline, but perhaps not in the techniques which promote the further learning of English as a second language.
For the poorly performing student, the teacher needs to determine if there is an issue with interest in or ability to grasp the science concepts, and/or an issue with basic English proficiency.
A beneficial approach might be to pair science teachers (particularly those who have a high proportion of ESL students or who are not experienced in teaching to students who are English language learners) with English as a second language teachers. A useful formalized approach is described here:
Cooperation between Science Teachers and ESL Teachers: A Register Perspective
I think I would find the availability of an ESL teacher to use both as a resource and a cooperating teacher to be of value, particularly as I am comfortable in my content area, but not as experienced with teaching English language learners
When teaching the sciences to students who are English language learners, there are extra challenges for the student in learning the language of science while also becoming more proficient in their English as a second language. An article in the Journal of Science Teacher Education found that the science teachers also feel that they often have learning needs themselves in how to better teach science to the ESL student:
"Results suggest that language barriers as well as ELL students' lack of science foundational knowledge challenged teachers most. Teachers perceived that appropriate instructional materials and pedagogical training was most needed. The findings have implications for science teacher preservice and inservice education in regard to working with language minority students."
It would seem that the student, for whom English is a second language, may have a dual challenge in science classes- becoming more proficient in English, as well as learning the scientific content specifically. In addition, science teachers are probably well versed in their direct discipline, but perhaps not in the techniques which promote the further learning of English as a second language.
For the poorly performing student, the teacher needs to determine if there is an issue with interest in or ability to grasp the science concepts, and/or an issue with basic English proficiency.
A beneficial approach might be to pair science teachers (particularly those who have a high proportion of ESL students or who are not experienced in teaching to students who are English language learners) with English as a second language teachers. A useful formalized approach is described here:
Cooperation between Science Teachers and ESL Teachers: A Register Perspective
I think I would find the availability of an ESL teacher to use both as a resource and a cooperating teacher to be of value, particularly as I am comfortable in my content area, but not as experienced with teaching English language learners
Friday, April 13, 2012
EDUCATIONAL ISSUES
CHILD SAFETY:
School should be a safe place, on multiple levels. For the most part, I believe they are. Statistics are said to show that the rate of violent deaths at schools is less now than in the 1990's. I have also often heard that urban children are at significantly more risk of being the victim of violence outside school, than during school hours. Schools today generally have security guards, and many have a regular police presence and/or metal detectors.
There is a general correlation between students committing acts of violence and their drop-out rate. It can probably be difficult to know whether students at risk of dropping out are more likely to be violent or whether students exposed to violence are then more likely to leave school. It seems particularly unfortunate if students who might otherwise be successful are drawn or pushed towards violence because of peer pressure or the influence of gangs. Researchers analyzing a national database of adolescent health found:
Too Cool for School? Violence, Peer Status and High School Dropout
This phenomenon probably is more common amongst males in their teenage years, and also probably more common at large urban schools. It appears to be one more example of the potential negative effects of peer pressure upon children.
Bullying is another all-too-common threat to child safety at schools. It is hoped that the recently released movie "Bully" may result in a decrease in the amount and/or intensity of bullying which impacts all too many children. Reports of bullying, as compared to direct physical violence, are said to be on the increase in recent years. Perhaps schools could acknowledge the actions of students who
protect others from being bullied to the same degree that they acknowledge those who ace a test or excel on the sports field. Recognize and praise those who stand up to a bully for the sake of another, or who point out to the bully that what he/she is doing is wrong. Make a "Bully Protector" the cool or respected person at school.
School should be a safe place, on multiple levels. For the most part, I believe they are. Statistics are said to show that the rate of violent deaths at schools is less now than in the 1990's. I have also often heard that urban children are at significantly more risk of being the victim of violence outside school, than during school hours. Schools today generally have security guards, and many have a regular police presence and/or metal detectors.
There is a general correlation between students committing acts of violence and their drop-out rate. It can probably be difficult to know whether students at risk of dropping out are more likely to be violent or whether students exposed to violence are then more likely to leave school. It seems particularly unfortunate if students who might otherwise be successful are drawn or pushed towards violence because of peer pressure or the influence of gangs. Researchers analyzing a national database of adolescent health found:
"Research shows that peer status in adolescence is positively associated with school achievement and adjustment. However, subculture theories of juvenile delinquency and school-based ethnographies suggest that (1. disadvantaged boys are often able to gain some forms of peer status through violence and (2. membership in violent groups undermines educational attainment. Building on these ideas, we use peer network data from the National Longitudinal Study of Adolescent Health to examine whether peer status within highly violent groups increases male risks of high school dropout. Consistent with the subcultural argument, we find that disadvantaged boys with high status in violent groups are at much greater risks of high school dropout than other students. "
Too Cool for School? Violence, Peer Status and High School Dropout
This phenomenon probably is more common amongst males in their teenage years, and also probably more common at large urban schools. It appears to be one more example of the potential negative effects of peer pressure upon children.
Bullying is another all-too-common threat to child safety at schools. It is hoped that the recently released movie "Bully" may result in a decrease in the amount and/or intensity of bullying which impacts all too many children. Reports of bullying, as compared to direct physical violence, are said to be on the increase in recent years. Perhaps schools could acknowledge the actions of students who
protect others from being bullied to the same degree that they acknowledge those who ace a test or excel on the sports field. Recognize and praise those who stand up to a bully for the sake of another, or who point out to the bully that what he/she is doing is wrong. Make a "Bully Protector" the cool or respected person at school.
EDUCATIONAL ISSUES
ACCEPTABLE USE POLICIES:
Acceptable use policies primarily refer to the acceptable use of technology in today's schools. It therefore deals with all manner of electronic devices, the Internet, school computers, the school's website and its network and links, cameras and other video devices. For good and bad, information produced, copied, or transferred in a digital format with electronic devices can be disseminated much more rapidly than can information produced by talking or writing in an analog (on paper) format. It's also much harder to take something back once it disseminates. Therefore, schools have been more aggressive in developing acceptable use policies for digital communication than they were in years past. For example, the Washington County, Utah School District only takes 2 sentences to describe "Acceptable Use" of technology:
Now, I can't really disagree with any of the above, but it does illustrate that school systems are made nervous by the potential for the Internet and electronic devices to result in misadventures or damage to others, the individual student, and/or the reputation of the school system. It also raises free speech issues at times, since a student will likely be punished more harshly for posting an obscenity or controversial comment on a school network, than speaking the same words verbally in the cafeteria.
Also, school systems have been known to punish students for actions off school property, but involving a laptop provided by the school. Does this create a double standard where an economically disadvantaged student, who might be given or loaned a laptop to help close the "digital divide", is held to a different standard for a prohibited use of technology than a well-off student who does the same with the laptop his parents bought for him?
Acceptable use policies primarily refer to the acceptable use of technology in today's schools. It therefore deals with all manner of electronic devices, the Internet, school computers, the school's website and its network and links, cameras and other video devices. For good and bad, information produced, copied, or transferred in a digital format with electronic devices can be disseminated much more rapidly than can information produced by talking or writing in an analog (on paper) format. It's also much harder to take something back once it disseminates. Therefore, schools have been more aggressive in developing acceptable use policies for digital communication than they were in years past. For example, the Washington County, Utah School District only takes 2 sentences to describe "Acceptable Use" of technology:
But they then go on to describe 19 categories of "Prohibited Uses" of the same technology:"3.1. Definitions:3.1.1. Acceptable Use: Computer and Internet use must be consistent with the education objectives of the District. The use must also be consistent with the terms of this agreement."
"3.2. Prohibited Uses: The following uses of the District's computers, including its network and Internet access are prohibited for:
3.2.1. using an account other than your own and any attempt to gain unauthorized access to accounts on the network.3.2.2. attempting to obtain access to restricted sites, servers, files, databases, etc. Attempts to gain unauthorized access to other systems (e.g. "hacking").
3.2.3. student use of games, Internet games, MUDs (Multi User Dungeons), chat rooms, and instant messaging not specifically assigned or authorized for use by a teacher or an administrator. Employees and patrons must not use games, internet games, MUDs, chat rooms, and instant messaging that is not directly related to curriculum development, instruction, or work assignment.
3.2.4. using computers, the Internet or network for any illegal activity. This includes, but is not limited to: copyrighted material, threatening or obscene material or material protected by trade secrets. This prohibition includes the violation of any federal, State or local law.
3.2.5. providing personal addresses, phone numbers, and other private information whether that information belongs to the user or any other individual unless it is related to the core curriculum or specifically authorized for release. Additionally, all employees are subject to and must comply with State and federal privacy laws and regulations. The unauthorized disclosure of private or protected information may result in disciplinary action and referral for criminal prosecution.
3.2.6. using the Internet for commercial purposes, financial gain, personal business, product advertisement, use for religious or political lobbying (including student body elections students or representation elections for employees, Reference District Policy 1600)
3.2.7. attempting vandalism defined as any attempt to harm or destroy data of another user, another agency or network that is connected to the Internet. Vandalism includes, but is not limited to, the uploading, downloading, or creation of computer viruses. It also includes attempts to gain unauthorized access to a network that is connected to the Internet.
3.2.8. degrading or disrupting network equipment, software, or system performance.
3.2.9. wasting finite network resources.
3.2.10. invading the privacy of individuals or disclosing confidential information about other individuals.
3.2.11. posting personal communications without the original author's consent.
3.2.12. posting anonymous messages.
3.2.13. accessing, downloading, storing or printing files or messages that are profane, obscene, or that use language that offends or tends to degrade others.
3.2.14. harassing others and using abusive or obscene language on the network. The network may not be used to harass, annoy, or otherwise offend other people.
3.2.15. using material which may be deemed to violate any District policy or student code of conduct.
3.2.16. downloading music or video files or any other files that will infringe on copyright laws or is not directly related to a school or position assignment.
3.2.17. accessing or using services on the Internet that impose fees or charges.
3.2.18. communicating threats of violence.
3.2.19. using the network for plagiarism. Plagiarism is taking ideas or writing from another person and offering them as your word. Credit must always be given to the person who created the information or idea."
Now, I can't really disagree with any of the above, but it does illustrate that school systems are made nervous by the potential for the Internet and electronic devices to result in misadventures or damage to others, the individual student, and/or the reputation of the school system. It also raises free speech issues at times, since a student will likely be punished more harshly for posting an obscenity or controversial comment on a school network, than speaking the same words verbally in the cafeteria.
Also, school systems have been known to punish students for actions off school property, but involving a laptop provided by the school. Does this create a double standard where an economically disadvantaged student, who might be given or loaned a laptop to help close the "digital divide", is held to a different standard for a prohibited use of technology than a well-off student who does the same with the laptop his parents bought for him?
EDUCATIONAL ISSUES
DIGITAL DIVIDE:
Computer availability is becoming ever more essential for students today, even at the elementary level. Most papers and presentations are done on a computer. Internet access is becoming necessary for studying and research. Schools put homework assignments on the school website. Soon ebooks may begin to replace paper texts, even in the classroom. Some assignments can be submitted online. Computers are increasingly taking the place of paper and pen/pencil.
Therefore, students who do not have ready access to such digital and computer resources in the home are increasingly at a disadvantage to those who do. The relative lack of computer access often differentiates along socioeconomic grounds, thus magnifying some of the relative advantages and disadvantages that already reflect socioeconomic differences. This divide can exist between students in the same school, the average student in one school vs another, and even between those living in one country vs another.
Recent government statistics find that:
Socio-economic Factors Continue To Impact Digital Divide In The US - New Report
It will be a real challenge to close this divide, but it will probably become even more important that we do so. Some schools already have trouble ensuring that all students have their own textbook or a pencil and paper for class each day. How are we going to ensure that every child in America has a home computer and broadband access? Some children already have the financial resources in their home to have an Ipad and ebooks. Others don't even have Internet access. Should school systems provide Title 1 students with a computer for the home? We provide free and subsidized school lunches based upon income guidelines. Is it time to do the same with technology? If so, where does the money come from? [Might be a good project for the Gates Foundation.]
It is nice to know that technology costs generally fall quickly. So basic computers and fast Internet access should become less expensive year to year. The day may not be too far off when students no longer need to carry a book bag half their body weight to school and back home. Instead all their homework, notes, and books will be in digital form on a laptop or notebook. [Will girls be impressed when a boy offers to carry their Ipad for them?]
Computer availability is becoming ever more essential for students today, even at the elementary level. Most papers and presentations are done on a computer. Internet access is becoming necessary for studying and research. Schools put homework assignments on the school website. Soon ebooks may begin to replace paper texts, even in the classroom. Some assignments can be submitted online. Computers are increasingly taking the place of paper and pen/pencil.
Therefore, students who do not have ready access to such digital and computer resources in the home are increasingly at a disadvantage to those who do. The relative lack of computer access often differentiates along socioeconomic grounds, thus magnifying some of the relative advantages and disadvantages that already reflect socioeconomic differences. This divide can exist between students in the same school, the average student in one school vs another, and even between those living in one country vs another.
Recent government statistics find that:
"While 94% of households with income over $100,000 have access to broadband in 2009 only 36% of households with incomes less than $25,000 have broadband connection". And
"While 77.3% Asian households in the US have broadband connections only 47.9% of Hispanic households do so. In between, 68% of white households, 49.4% African American households and 48.3% Native American households have access to broadband."
Socio-economic Factors Continue To Impact Digital Divide In The US - New Report
It will be a real challenge to close this divide, but it will probably become even more important that we do so. Some schools already have trouble ensuring that all students have their own textbook or a pencil and paper for class each day. How are we going to ensure that every child in America has a home computer and broadband access? Some children already have the financial resources in their home to have an Ipad and ebooks. Others don't even have Internet access. Should school systems provide Title 1 students with a computer for the home? We provide free and subsidized school lunches based upon income guidelines. Is it time to do the same with technology? If so, where does the money come from? [Might be a good project for the Gates Foundation.]
It is nice to know that technology costs generally fall quickly. So basic computers and fast Internet access should become less expensive year to year. The day may not be too far off when students no longer need to carry a book bag half their body weight to school and back home. Instead all their homework, notes, and books will be in digital form on a laptop or notebook. [Will girls be impressed when a boy offers to carry their Ipad for them?]
Thursday, April 12, 2012
EDUCATIONAL ISSUES
GENDER GAP:
Researchers surveyed 5000 K-12 students interested in the sciences and reported the following "In this data set, a difference between boys' and girls' science interests did not exist during early childhood, but increased over 20-fold by the end of high school. Furthermore, the gap widened in a stereotypical manner, with girls being increasingly interested in biology and boys more interested in physics and technology".
Quantifying the Gender Gap in Science Interests
This is not surprising to me in terms of the finding that girls gravitate towards the biologic sciences since many may be interested in future careers in the health sciences such as nursing, medicine, dentistry, veterinary medicine. The magnitude of a 20-fold difference is rather impressive. And this is occurring in a situation where most of the students in question do express some interest in the sciences of some type or another.
One could question whether all gender gaps are inherently bad or undesirable. Women may gravitate towards fields where they have time for child-rearing, and if that is important to them, that would not seem a negative. Gaps of extremely large magnitude do seem to raise more of a question though.
Ultimately, it seems important that few, if any, opportunities are completely closed to anyone. It would also seem to be important that more effort be made to understand why the gender gaps exist. Also, do the students realize the income differences and/or work hour differences between careers in different disciplines? And is part of the reason for differences the result of peer pressure or simply that there are solid societal reasons for girls to study biology and boys engineering, math, physics?
Researchers surveyed 5000 K-12 students interested in the sciences and reported the following "In this data set, a difference between boys' and girls' science interests did not exist during early childhood, but increased over 20-fold by the end of high school. Furthermore, the gap widened in a stereotypical manner, with girls being increasingly interested in biology and boys more interested in physics and technology".
Quantifying the Gender Gap in Science Interests
This is not surprising to me in terms of the finding that girls gravitate towards the biologic sciences since many may be interested in future careers in the health sciences such as nursing, medicine, dentistry, veterinary medicine. The magnitude of a 20-fold difference is rather impressive. And this is occurring in a situation where most of the students in question do express some interest in the sciences of some type or another.
One could question whether all gender gaps are inherently bad or undesirable. Women may gravitate towards fields where they have time for child-rearing, and if that is important to them, that would not seem a negative. Gaps of extremely large magnitude do seem to raise more of a question though.
Ultimately, it seems important that few, if any, opportunities are completely closed to anyone. It would also seem to be important that more effort be made to understand why the gender gaps exist. Also, do the students realize the income differences and/or work hour differences between careers in different disciplines? And is part of the reason for differences the result of peer pressure or simply that there are solid societal reasons for girls to study biology and boys engineering, math, physics?
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