Technology for Teachers

There are common, and numerous, limitations to utilizing clip art from the web. First of all it is extremely difficult to utilize clipart from the web that does not have an intricate web of strings attached. Most, if not all, clipart collections do not allow for modifications, resizing, or editing of any kind of the artwork. Most do not allow sharing in a community environment such as Napster, or redistributing into new web collections. Although many clipart sites do not have sponsors, users are inundated by banner ads and popups utilized to generate revenue for this “free” service.

A huge issue to clipart usage is the red tape associated with its use. Can you use it, do you have to give credit, does this credit take the form of a link or logo? Other common examples of issues that you may encounter when gaining permission to use clipart from the web are link back issues, and posting advertisements for the site. Utilizing large clipart “warehouse” sites isn’t any easier. Even when you think you have permission to use the graphic it may not in fact belong to the website you have gained it from. Disclaimers and copyright notices are not very helpful either. Clipart galleries and websites have a variety of usage requirements and stipulations in regards to using their information.

To say that clipart is often misused is an understatement. Of all the presentations I’ve witnessed, the teachers that I’ve worked with, I’ve yet to meet a single person who has gone through contacting and requesting permission to utilize clipart they have found online (in that respect many do not use online images or clipart anymore). Copyright and fair use issues are so misunderstood by the general public and educators alike that it is of little surprise that so many fail to adhere to the copyright requirements and/or disclaimers listed on websites.

I have posted a collection of links related to copyright, fair use, and copy right clipart on my bookmark website. Here are two to get you started:

• Copyright & Fair Use Bookmarks
• The Copyright Crash Course
  

Thanks for reading the Technology4Teachers Blog!

Sincerely,

Sean Martinson

sean@seanmartinson.org

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• Download a Fair Use Handout

[tags]copyright, fair use, podcast, clipart, internet, teaching, learning, education, technology, technology4teachers, seanmartinson, sean martinson[/tags]

I’ve been working with web design and creation since 1996, and the Wiki is the one tool that has cemented the thought of getting out of web design. I was laughing with another teacher today about the four inch thick HTML coding books we used to by in order to write the sites by hand. The Wiki has done what many have been asking for, for quite a while. The creation of simple content heavy websites is now within reach for those without the tech knowledge to create sites on their own.

The article that I am writing in relation to was published by EDUCAUSE and is titled, Wide Open Spaces: Wikis, Ready or Not Wide Open Spaces: Wikis, Ready or Not by Brian Lamb. The article takes a look at what Wikis are and how they can be used in education. The article begins by discussing what makes a Wiki so powerful. A few points on that topic are that anyone can change anything on a Wiki page, they are simple to edit with simplified HTML, and their content is never finished and always open for update. Although I haven’t found that Wikis are completely WYSIWYG (what you see is what you get), I’d say that they come very close compared to anything else out there. (see www.edtechwiki.org)

So why Wiki? I think, and the author talks to, the wide open ethics of Wikis is in such contrast to traditional writing and education that it’s a breath of fresh air. Another strong aspect of Wikis is that the user define for themselves how the tool will work for them. The possibilities of Wikis are quite literally unlimited from shared brainstorming and sketchpads and informal bulletin boards, to meeting notes and planning.

The loudest objection to Wikis may be the very open nature of the Wiki community. Before I go too much further, much like other web-based applications there are varying levels of security now available for Wikis, the objection no longer applies. For those that do choose an open Wiki community, the community is the greatest safe guard. Although anyone can edit (and ruin for the paranoid) any writing, a community finds that deleting flames is often easier than creating them and that the proportion of fixers is greater than breakers in Wiki communities. Other objections to Wikis are the lack of structure and simplistic designs that sometimes look like beginning websites. These arguments are much like that of the open nature, as the demand and uses for Wikis grow, so do add-ons that fix these perceived deficiencies.

In academics there is a strong support in Wikis for writing. Wikis promote the close reading, revision, and tracking of drafts, while focusing on the process of writing and not the product. The use of Wikis in education falls to the creativity of the users but does meet challenge when trying to move students and teachers into rethinking what education is. For teachers, tacking work and assessing work in a Wiki can become a nightmare. Even with that in mind Wikis are starting to show up in popular course management systems. As teachers relinquish some of the control and authority over classroom activities the use of Wikis is growing in education. Wikis are about ease of web authoring and their uses in education are ultimately up to the user.

I’d be interested to hear if anyone has had a chance to read the book Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms by Will Richardson which talks about wikis in education. I’ve just ordered my copy from Amazon, I’ll post more later if there’s an interest.

One last note, although I’m not big on banners and advertising, you may have noticed the Blue Host and Amazon links on the side bar. They are mainly there for my use but if you choose to use them, great. I’m not trying to hide anything, they do generate revenue. I use the amazon search every time I order books so I earn a little back on my own purchases. The same on the Blue Host link when I work on new sites that need a host. It’s not much but it’s been worth adding them even for my own shopping.

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• Download the PDF Handout

[tags]sean martinson, technology4teachers, wikis, educational technology, instructional technology[/tags]

Thank you to all of those what have been patient as I put this site back together. This episode was run a couple of months back and discusses Google. I am re-posting the episode for two reasons. One, it’s good information, and two, I’m testing out different RSS feeds.

Watch and/or listen to the show:
Audio Podcast / Video Podcast

Links mentioned in the show:

Searching with Google

• Google Search Features (including advanced features)
• Search Results Explanation Page
• Search Engine Ranking
• Learning How To Use Google

• Google Support Website
• Google Guide
• Atomic Learning

Google Extras

• Google Services
• Google Downloads

How Google Works Not mentioned but good reading…

[tags]video podcasts, google, internet, teaching, learning, education, technology, technology4teachers, seanmartinson, sean martinson[/tags]

Part 4 of 8

Cultural Sensitivity and Non Biased Perspectives in E-Learning

Differences in world views and cultural behavior affect learning. Many immigrants have a strong sense of the past, while American educators have a tendency to focus on the future. A teacher’s goal is to become “culture fair” (Hodgkinson, 2000) when observing and evaluating students from different backgrounds. Rather than allowing unfair tracking practices, which research has shown disfavors African-Americans and Hispanics, educators must be proactive in learning about diversity and in practicing fair and equal treatment of students of all colors and races.

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Complete text of E-Learning Posts

[tags]online learning, distance learning, distance education, teaching, learning, technology4teachers, seanmartinson, sean martinson, education[/tags]

Part 3 of 8

Age Appropriate Pedagogy and E-Learning

Research has proven that the learner’s prior knowledge of the content exerts the most influence on learning (Clark, 2003). With that said, learners with little prior knowledge will benefit from different instructional methods than those with greater prior knowledge.

E-Learning embraces pedagological philosophies from many educational philosophers. A pillar of e-learning is the multiple intelligence theory of developmental psychologist, Howard Gardner. In 1983, Gardner suggested, “….. several different kinds of “intelligence” exist in humans, each relating to a different sphere of human life and activity.” Educators, the theory states, can reach all of their students only by adapting their teaching program to meet all the types of intelligence which their target audience possesses (Wikipedia, 2005). In e-learning, students are free to move through the curriculum at their own pace and in their own style.

E-Learning implemented responsibly will embrace the learner and their culture. Paulo Freire centered on the transformation of the relations of social wealth (McLaren, 1999). Freire believed educational change must be accomplished by significant changes in the social structures as well (McLaren, 1999). Educators may look at Freire as “politically untenable” or “hopelessly utopian” but with the advent of e-learning technologies, change has come that may start to adequately address the social portion of change needed.

E-Learning leaves room for the young to imagine, to extend, and to renew moving them to a level of greater knowledge. William Glasser contends that successful programs are not restricted to lock-step curriculum, but allow students to work at their own pace. E-Learning is anything but lock-step. Effective learning in an e-learning environment shows a teacher who understands how students need to be treated (Glasser, 1997). Glasser’s approach points to student and school success as a means of psychological thinking. Instead of a stimulus-response frame of teaching, Glasser (1997) advocates “choice-theory” and teaches that “the only person whose behavior we can control is our own” (p. 233). Glasser (1997) states that the true measure of a well-performing program does not lie solely in the test scores but in more abstract qualities, such as strong leadership, human relations that are built, students doing competent and quality work, few or no discipline problems, and most importantly, a school that has become a source of joy (p. 236). E-Learning embodies each of these qualities. E-Learning expects quality, embraces multiple products, promotes student collaboration, and produces excited learners.

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Complete text of E-Learning Posts

[tags]online learning, distance learning, distance education, teaching, learning, technology4teachers, seanmartinson, sean martinson, education[/tags]

Part 2 of 8

No Child Left Behind ACT (NCLB)

As best surmised in the overview “Four Pillars of NCLB”, NCLB is an educational reform act based on: stronger accountability for results, more freedom for states and communities, proven education methods, and more choices for parents (US Dept. of Ed., 2005, ¶ 1).

Assumptions

With these four guiding principles NCLB makes some general assumptions to reach all children. First it is assumed that by holding districts accountable and adding severe penalties for under-performing schools, schools and therefore students will improve. By lessening restrictions on spending, districts will be more apt to spend monies on their specific needs. Finally families and students of low-performing and/or unsafe schools will now have the choice to alternative services.

Each of these assumptions allows the major players in education a powerful voice. Schools, communities, families, and students now have the power to advocate for e-learning as an alternative approach to their education.

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Complete text of E-Learning Posts

[tags]online learning, distance learning, distance education, teaching, learning, technology4teachers, seanmartinson, sean martinson, education[/tags]

When he talks about privacy concerns and abuses on the net, Jon Katz, is sadly, right on the money (We’ve hardly noticed, but our privacy is virtually gone). He almost comes off as fanatical, but when you step back and digest what he has to say you can see that what he preaches reflect in your own surfing experiences. From the banner ads that pop up, to the spam that hits your in box, advertising has become remarkably accurate in predicting what you may or may not want. Katz makes a comment about analyzing your junk mail to identify who’s tracking your surfing habits. I’ve done the same with snail mail and can usually figure out how the junk has found its way to me. In regards to electronic mail, with 20+ a day I don’t even open them let alone think where they are coming from. If I did take the time to find where this information is coming from, what good would it do? Companies make it nearly impossible, unless you’re determined – a zealot – or just plain stubborn, to contact and stop this kind of abuse.

The largest red flag or worry that I take from this article is his relation to large governments overstepping their bounds and the outcry it would meet, yet we see technology slipping in even more invasively yet we say and do nothing. Thomas Jefferson must be rolling over….

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[tags]privacy, internet, teaching, learning, education, technology, technology4teachers, seanmartinson, sean martinson[/tags]

Part 1 of 8

Welcome! The following series of posts including this one, eight in all, will discuss the promises of e-learning in educational reform. The posts discuss the full length document attached at the bottom of this post. I have broken the document into eight parts for those who like to digest their information in small portions (the full text is still availalbe). This also allows for easier downloads of the podcast versions.

The following abstract and introduction help to launch the posts.

I hope you enjoy!

Abstract

E-learning, that is, instruction delivered through a computer, CD-ROM, Internet, or Intranet is investigated. Several areas are explored in their relation to educational reform and e-learning. Findings indicate that the guiding principles, and assumptions, of The No Child Left Behind Act (NCLB) are supportive of an e-learning environment. Current pedagogy and educational philosophy is also compared to e-learning with supportive voices from Freire, Gardner, and Glasser. The adaptation of content and teaching strategies to an e-learning environment is covered with results in a psychological change of thinking. In discussing cultural sensitivity, and non biased perspectives, comparisons are drawn between immigrants, minority groups, and educators. Using the research of R. Clark and R. E. Mayer, 2003, four principles of e-learning accommodation are discussed. Alternative assessment methods are also discussed with preference being performance based relating to student growth.

Introduction

E-Learning is instruction delivered on a computer by way of CD-ROM, Internet, or intranet (Clark, 2003). Regardless of the format, e-learning has some common and defining features. Content is relevant to the learning objective, instructional methods are used to help learning, media elements such as words and pictures may be used to deliver the content and instructional methods, and e-learning builds new knowledge and skills linked to individual learning goals (Clark, 2003).

E-learning comes in many forms. It can include full courses, lessons, or activities online. It can be a classroom activity with technology integrated into it. It can be delivered by a computer using spoken or printed words. There may be graphics, animations, and videos. E-learning is intended to help learners reach new levels of personal learning, while accommodating numerous learning styles.

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Complete text of E-Learning Posts

[tags]online learning, distance learning, distance education, teaching, learning, technology4teachers, seanmartinson, sean martinson, education[/tags]

The first Technology4Teachers Podcast is on the web!

Listen to the Show (MP3 Format)

This again was posted a while back, reposting and working out the kinks.

This episode is an introduction to Technology4Teachers, Sean Martinson, and a look at Rubrics (Rubistar).

Here is the link mentioned in the show as well as additional links:

· RubiStar Home
RubiStar is a FREE tool to help the teacher who wants to use rubrics but does not have the time to develop them from scratch.

· Chicago Public Schools: Rubric Bank

· http://www.middleweb.com/rubricsHG.html

· Ideas and Rubrics

· Make Room for Rubrics

· Project Based Learning Checklists
Not quite a rubric, but an excellent approach to look into… A project-based learning method is a comprehensive approach to instruction. Your students participate in projects and practice an interdisciplinary array of skills from math, language arts, fine arts, geography, science, and technology.

· Required Benchmark Assessment Rubrics (K-12)

· Rubric Collection

· Rubric to Assess a Rubric

· Rubric Tutorial

· Rubrics
Overview, descriptions, examples, and links.

[tags]rubrics, podcast, technology4teachers, seanmartinson, sean martinson, assessment, technology[/tags]