Technology Training & Professional Development

The technology and professional development at my elementary school is at a low point. Many of the teachers are older and don’t like to use technology. Every classroom is equipped with an active smart board; we have two smart tables, several iPad class sets, and a computer lab… Yet we are still not a tech savvy school. I do believe that professional development has the ability to empower educators and help them succeed while using technology. My school is a Title 1 school, and many of these technology devices were purchased with Title 1 funds, but no professional development was offered in the usage of the materials, so they sit unused because of the lack of knowledge. Our media specialist holds the duty of overseeing the media center and all technology equipment solely. I see this as a blessing and a curse because it causes the media specialist to be pulled in several directions with no assistance, but it offers a way to gain a position on the school’s leadership team. Conducting professional development within the school offers the media specialist the opportunity to do what teachers do all day every day, which is teach, but form their lesson plan to fit Adult Education and the mind of a student who is also a teacher. This is a challenging task, but pushes the individual to become creative and think outside the box.

In the article ISTE Standards Coaches, several points are presented to assist a media specialist while he/she converts to a stellar technology coach.

http://www.iste.org/docs/pdfs/20-14_ISTE_Standards-C_PDF.pdf

1. Visionary Leadership

a.       Work with the school/district leadership team for a comprehensive technology vision

b.      Participate in all levels of technology strategic plans

c.       Rally for support of your school/district technology plan

d.      Implement strategies for continued technology innovations

2. Teaching, Learning, and Assessments

1. Coach teachers on the use of new technology options and standards
2. Present technology that can assist with diverse student needs that have been research tested
3. Teach teachers to use technology for student advancement and productivity
4. Teach teachers to use technology to enhance student critical thinking skills
5. Teach teacher to tailor their technology curriculum to fit the needs of all students
6. Explain the importance of instructional design for student understanding
7. Explain the importance of content aligned assessments within technology usage
8. Teach and explain the importance of collecting and analyzing student data and results

3. Digital Age Learning Environments

a.       Teach effective classroom management to maximize collaboration

b.      Maintain the membership and upkeep of digital materials

c.       Teach teachers the benefits of online and blended learning models

d.      Work with the school/district to adopt new student learning technology

e.      Serve as a help desk liaison for software and hardware problems

f.        Include teachers and administration in evaluating technology materials

g.       Use several forms of digital communication to collaborate

4. Professional Development and Program Evaluation

a.       Conduct needs assessments to measure the impact on student learning

b.      Fully design, develop, and deliver technology based professional learning

c.       Survey teachers to evaluate the effectiveness and comprehension of professional learning activities

5. Digital Citizenship

a.       Promote digital tools that are accessible to all students and teachers

b.      Remember Fair Use and Copyright when designing and delivering instructions

c.       Promote diversity and global awareness to increase collaboration amongst all parties

6. Content Knowledge and Professional Growth

a.       Strengthen pedagogical knowledge in technology integration

b.      Continue technology training to improve your professional practice

c.       Regularly evaluate yourself and reflect on your goals

Being a technology coach is not an easy job, but has the benefits of being a rewarding opportunity. I personally believe it embodies the aspects of a teacher, business professional, salesman, and public speaker all rolled into one. Things that I believe a media specialist can do to begin the journey of a technology coach could be:

• Work with your school administration to record faculty meetings and professional development classes.
• Integrate presentations into formats such as Prezi for meetings.
• Create a school webpage/wiki that is accessible by password for only school employees.
• This website can embody teacher profiles with their technology specialties
• The recorded meetings and professional development classes can be stored and viewed here.
• Announcements for teachers only can be displayed on the home page (Treats in the Lounge or Paperwork is due to the Front Office by 3pm)
• Different committee can place all meeting times and locations on one calendar to minimize double booking of staff
• Forums about specific parents/students/school issues
• The Horizon Report list several tools to expand a teacher classroom with technology
• http://cdn.nmc.org/media/2014-horizon-k12-preview.pdf
• Present on 1-2 technology tools from the Horizon Report per staff meeting/week/bi-weekly
• Meet with grades/departments and present on which technology tools could benefit their students.

Professional Development and Educational Technology

As a classroom teacher I always dreaded professional development days.  It wasn't that I was opposed to learning something new.  Quite the contrary.  I love learning new things, especially if those things make my job easier or my teaching practices more effective.  No, what I dreaded was that most professional development days were spent learning something I learned as an undergrad or something that was useless to me as a 7th and 8th grade reading/ELA teacher.  The worst, though, was being introduced to a potentially awesome piece of educational technology, but rushed through the training, then expected to immediately implement said technology without truly understanding how it works and what all it can do.

Now that I am in my second year as a media specialist I see professional development from a different perspective.  In this job I am charged with conducting quite a bit of professional development on educational technology and I try to remember to put myself in the place of those classroom teachers when I make my plans.  Thankfully, I have the luxury of providing snippets of ed tech PD during faculty meetings and then the extent to which I continue training on various resources is entirely dependent on teacher interest.  Each time we have a faculty meeting I demo a new resource (usually web 2.0 stuff, but sometimes equipment) and then they can sign up by team or department or grade level for further training based on interest for further training.  This has proven to be pretty popular amongst my teachers and they say they appreciate being able to pick and choose what they want to learn.  I, myself, sometimes feel overwhelmed with the constant influx of new ed tech resources, so I can see how teachers who aren't as comfortable or tech saavy could easily want to throw in the towel because they just don't know how to proceed.

Something else we do for technology training at my school is that the instructional facilitator and I put together sample lessons to demo to teachers during their bi-weekly group planning periods.  Based on what teachers see in those sessions teachers can then request that the IF and I plan with them as a subject area or individually to incorporate technology into their lessons.  We do also offer on-demand refresher courses and equipment training for new teachers.

It's important that teachers feel supported in implementing ed tech into their lessons, and therefore must have access to relevant, effective training.  The biggest complaint I hear is that teachers don't know how to incorporate the tech into their existing lessons.  I saw the pyramid below at our district technology office and use it in helping teachers figure out how and what to use.  By breaking down the various resources by levels of Bloom's Taxonomy, they're better able to decide what tech resources are best for the various types of lessons and assessments they deliver.

Karen Kimsey - Blog 5: copyright and multimedia

           Several years ago I ran into a situation that made “fair use” a term of interest for me.  During the season when I was home raising my children, I came into contact with some homeschooling mothers who asked me to teach a high school English class for a group of their children. I agreed and in the process of enhancing the curriculum, I went to the school where I had taught to seek some counsel from my former colleagues. While there, I was given some materials that I could use for my students. As I prepared my lessons, I would take items to be copied to a local printing company that is affiliated with a local college. There were signs placed above the copier that said, in effect, that no copyrighted material was to be copied in that establishment. (They were very large signs with very large letters that sort of had the feeling of yelling!) Now, I only had ten students and some things I wanted to use, I had ten of, but other things, like vocabulary worksheets, would have to be copied. I remember thinking that I wasn’t reproducing the information for sale and that I wasn’t planning to do anything with it other than teach some kids how to write more effectively, so I would analyze all of the items I wanted to use and proceed only with the things I couldn’t live without…all the while feeling like I was a criminal!  Now, as I look back on that experience, I realize that I was utilizing materials for the purposes of teaching and that would be considered “fair use.” 

            This story illustrates the perception by many, though, that any use of copyrighted material without the permission of the author is considered copyright infringement. There were provisions passed in copyright law allowing “fair use” of copyrighted materials when the beneficial value of the material to society outweighs the material value to the owner. These provisions open the doors in many ways for educators, but like my copy shop, many are very worried about legal backlash from copying anything that isn’t original. As a result, there has been a great deal of uncertainty and sometimes disengagement by teachers who could, legally, utilize material to better educate their students.

            On November 11, 2008, a panel of media literacy educators released a “Code of Best Practices in Fair Use for Media Literacy Education.” In this Code, they begin by discussing the fears that have plagued educators regarding what is legal and what isn’t legal with regard to copyright materials. “Some educators close their classroom doors and hide what they fear is infringement; others hyper-comply with imagined rules that are far stricter than the law requires, limiting the effectiveness of their teaching and their students’ learning. The Cost of Copyright Confusion for Media Literacy (centerforsocialmedia.org/medialiteracy)” The Code, then, was produced to help educators better understand what “free use” allows, and addresses some of the common myths associated with copyright usage.

            So first, let’s get some definitions out of the way:

“Fair use is the right to use copyrighted material without permission or payment under some circumstances – especially when the cultural or social benefits of the use are predominant.” (http://mediaeducationlab.com/code-best-practices-fair-use-media-literacy-education-0)

“Media literacy is the capacity to access, analyze, evaluate, and communicate messages in a variety of forms.” (http://mediaeducationlab.com/code-best-practices-fair-use-media-literacy-education-0)

I’m sure we would all agree that media literacy is a fundamental in the educational landscape today. So an understanding of this code will allow us to move ahead educationally without the fear that we are somehow using materials illegally.

The Code explains that there is no exact measure or rule of thumb for utilizing copyright materials, but they offer five categories or practices in education that are clearly covered in free use law. These categories are:

1.     Classroom teaching with copyrighted materials

2.     Copyrighted material within the curriculum

3.     Sharing teaching materials

4.     Student work

5.     Sharing student work

Those who collaborated in writing this code express the need for educators to take a responsible stand for their usage decisions. If what we are sharing enlightens or better educates our students, then we have the right to share. However, we should take responsibility by giving proper credit where credit is due and teach our students to properly cite sources.  “Educators need to be leaders, not followers, in establishing best practices in fair use.” (http://mediaeducationlab.com/code-best-practices-fair-use-media-literacy-education-0)  As my mother would say, just use wisdom!

           

In addition to sharing the five practices, the Code of Best Practices dispels some common myths. The myth I chose to share with you relates to the story I told in the beginning.

“Myth: Fair use is too unclear and complicated for me; it’s better left to lawyers and administrators.

Truth: The fair use provision of the Copyright Act is written broadly—not

narrowly—because it is designed to apply to a wide range of creative works and

the people who use them. Fair use is a part of the law that belongs to everyone—

especially to working educators. Educators know best what they need to use of

existing copyrighted culture to construct their own lessons and materials. Only

members of the actual community can decide what’s really needed. Once they

know, they can tell their lawyers and administrators.” (http://mediaeducationlab.com/code-best-practices-fair-use-media-literacy-education-0)

I’m pretty sure that the intention of copyright law is to protect creative content. One example I heard makes the most sense. Copyright laws prevent one textbook writer from cutting and pasting bulks of text from another textbook and then slapping their own name on it. It is intended to prevent plagiarism and wrongful ownership of original work.  I think that in most instances, educators have far more freedom than we ever imagined. The truth is that most teachers tend to be pretty decent rule followers and just don’t want to get into trouble.  I encourage you to take the time to read through the Code of Best Practices for your own understanding. And then, utilize the freedom you are given to educate!

References

Code of Best Practices in Fair Use for Media Literacy Education | Media Education Lab.

(2008, November 11). Retrieved February 25, 2015, from

http://mediaeducationlab.com/code-best-practices-fair-use-media-literacy-education-0

Copyright & Multimedia

To Use or Not to Use? That is the Question.....

As Media Specialists, we are charged with educating our teachers, staff and students about copyright and fair use- Not always the most welcome topic to many.  In our tech filled world, it is so easy to find images, quotes, videos, music and other people's ideas with just a few clicks of the mouse and insert them into our projects, reports, and displays.  We sometimes forget what the boundaries are, or in many cases, the boundaries are not simply black and white but a nice shade of gray.  When theses situations arise, we must step back and think about the foundations of copyright and see if what we are using is infringing on some one's intellectual, artistic or personal rights.  Yes, as educators, we can play the fair use card in many situations, but you still have to respect the law and stay within certain guidelines. 

What is protected by copyright?

oLiterary works

oMusic and lyrics

oDramatic works and music

oPantomimes and choreographic works

oPhotographs, graphics, paintings and sculptural works

oMotion pictures and other audiovisual works

oVideo games and computer software

oAudio recordings

oArchitectural works

What is Fair Use?

Fair use is the right to use copyrighted material without permission or payment under some circumstances—especially when the cultural or social benefits of the use are predominant. It is a general right that applies even in situations where the law provides no specific authorization for the use in question—as it does for certain narrowly defined classroom activities.  Taken verbatim  from “Teaching Copyright”

Fair use does not apply to Creative Commons or Public Domain materials because those materials are free to use with appropriate attribution. 

Fair Use Myths Busted

Fair use is too hard to understand so I should not use copyrighted material.

 Fact-”Fair use is a part of the law that belongs to everyone—especially to working educators.”

Fair use sets limits on how much material can be copied from copyrighted material such as text, music, quotes and pictures. 

Fact- Fair use does not have a “rule of thumb’ to go by. Each case should be considered individually for its educational benefit in relation to the amount of material used.

Using copyrighted material is absolutely forbidden.
Fact-Fair use helps to generate  creativity and new ideas. It actually supports the 1st Amendment’s Freedom of Speech Right.

I could get sued for citing fair use of copyrighted materials.

Fact-If you use good reason when using the materials and can show the educational purpose, you most likely will be within the law.

As long as I am not making money off of the copyrighted materials, I can claim fair use and not get in trouble.

Fact- You must use good reason and be able to show educational purpose to be within the law.

I must contact the person for permission to use his material or fill out forms for permission.

 Fact-No, you do not.

If I properly give attribution to my source of materials, I will not  infringe on copyright laws.

Fact-Copyright is not like plagiarism.  Just because credit is given to a source does not mean that copyright has been honored even through fair use.

If in Doubt…

Consider how you are using the copyrighted material. Here are some questions to help you:

•    How big is the audience that will view it?
•    Are you putting it on your website or blog where anyone can download the material and make copies?
•    Are you using it for commercial, non commercial or personal use?
•    Did you use more of the material than you really needed to convey the educational value?
•    Did you use the material exactly as found or did you transform it into something else?
•    Is it factual material or creative material?
•    Are you acting in good faith using good reason and best practices?
•    Will you benefit monetarily from the use of the material?
•    Will your use of the material affect the creator’s market or intended use?

Remember:

The courts treat each case of copyright infringement individually based on its policies of fair use.  If you are acting in good faith and as an educational steward conveying knowledge to your students, your use of copyrighted materials will probably be considered fair use.

Websites and Resources for Educators

Teaching Copyright.org

Copyright.gov

Creative Commons.org

Copyright Guidelines for Educators

The Edublogger.com

References:

Copyright and Fair Use Guidelines for Teachers. (2015). Retrieved from Tech Learning.com:   http://www.techlearning.com/techlearning/pdf/events/techforum/tx05/t  eachercopyright_chart.pdf

Fair Use. (2015). Retrieved from Copyright.gov: http://www.copyright.gov/fls/fl102.html

Teaching Copyright. (2015). Retrieved from Teaching Copyright.org:   http://www.teachingcopyright.org/

The Code of Best Practices in Fair Use for Media Literacy Education. (2015). Retrieved   from Center of Media and Social Impact: http://www.cmsimpact.org/fair-  use/related-materials/codes/code-best-practices-fair-use-media-literacy-  education

Burt, R. (2012, February 9). The Educator’s Guide to Copyright, Fair Use, and Creative   Commons. Retrieved from The Edublogger.com:   http://theedublogger.com/2012/02/09/the-educators-guide-to-copyright-  fair-use-and-creative-commons/

Blog 4 Video dist, GPB, and school tv news

At my school, the students watch Channel One before the morning announcements.  “Before,” the media specialist said, “some of the students from the school would tell the news through the closed circuit cable system, and even though the students on the air were the student body’s peers, the student body just didn’t seem interested.”  Because Channel One is nationwide, and their topics are so broad, if maybe one morning the news may bore a particular student, the next morning’s subject may actually capture that student’s interest.

Channel One News is a part of the Channel One Network. The news program is beamed via satellite during the school year to each of the 12,000 schools in the Channel One Network community, featuring news breaking stories and issues that affect the world, the nation, and America's youth.

Channel One News does have a website, http://www.channelone.com/educators/ The site has daily transcripts, weekly quizzes, and other supplementary resources like vocabulary words and discussion prompts.  But the teacher has little control over what is being aired.  

When I was a teacher, I did have a problem with the advertisements shown by Channel One news.  I understand that this program has to receive funding, but it forces the children to watch ads, and on top of that it seems like the ads were supported by the schools, and worst – the teachers.  But Channel One news may be the only news program that some of the students watch.  And I definitely like that it encourages the youth to be informed global citizens. 

Good teacher resources are treasured by teachers.  Research has taught us that it is important to use various texts, instead of just using textbooks.  http://www.gpb.org/education is a wonderful website with a wealth of information and resources for teachers, I can’t believe I didn’t use it when I was teaching, I will definitely use it as a media specialist.

I love that the site has a section of weekly news.  The featured article today was interesting, Heritage Festival Speaker Says Better Decisions Can Keep Young Men Out Of Jail.  The article was accompanied by a taping of motivational speaker Wendell Rogers.  I also love the weekly planner, which would be great for 8^th grade Georgia History teachers.  The site will give information about a significant event in Georgia history that happened on the date chosen, for example, today was the day Jim Brown a famous football player was born in Saint Simon's Island, Georgia.  It even shows a one minute film.

The digital education section was full of resources like lesson plans and puzzle makers.  The website has many innovative approaches at education like the math techbook, a digital textbook that will change the way students and teachers experience math.  According to the website, the math techbook will use an inquiry-based approach at engaging students with real world problems worth solving.  I know a lot of math teachers that would love to get their hands on that.