Copyright laws are very strict and not citing your resources can get you in a lot of trouble, but at the same time it is very easy to be able to use internet or other information while giving credit to the original author. While in the classroom, teacher need lots of new information for students. This information can be gathered from search engines such as google. As the Malloy textbook states, “search engines retrieve information from the internet” (Malloy, 2011), which means that you can search any topic and the search engine will come back with relevant information. These can be very helpful when searching for specific activities to do in a classroom. However, we must remember that if we search for any information, we must give credit to the person from the we site we retrieved the information from. This also applies to getting pictures from the internet. According to the book, the lesson will be much more entertaining for students if it includes pictures and sound recordings (Malloy, 2011). “Flickr is an online photo managing and sharing tool with a number of instructional options for teachers” (Malloy, 2011). This style of a website allows you and other people to share photos that other people and you can use later for visual aids inside of lesson plans. Another useful resource for using inside of the classroom or for home learning assignments is LibriVox, “LibriVox offers free audio recordings of published books and other materials in the public domain” (Malloy, 2011). On this website, everyone can access the books and works of literature that have been posted by the volunteers. By allowing the students to access the website themselves, it shows them where the article came from and who the original author is. This can teach them to see that the sources often come from other people who we must give credit to.
It is crucial for teachers to teach their students copyright laws and regulations as early as possible. Students often tend to read other people’s ideas and state them as their own just because they don’t know understand the meaning of a copyrighted material. Other times, students use information from the internet assuming that it is correct information. “Every Internet user faces a challenge in determining the accuracy and appropriateness of online information” (Malloy, 2011). This is why we must teach students to base their resources from reliable websites; and also because there can be confusion with out-dated material which falls into the category of “misinformation” as well (Malloy, 2011). It is important to teach students where the information is coming from, this can be easily done by just looking at the URL and defining what type of website we are looking for. Malloy clearly states the meaning of the URL as follows:
-.com is for commercial users; meaning the website is either trying to sell or promote something
-.org is for organization; meaning that it is used by non-profit organizations
-.gov is for government; meaning that it is being used by government agencies
-.net is for network organizations; meaning that it is a network provider
-.edu is for educational organizations; meaning that it is for schools and colleges
-.mil is for military; meaning that it is used by military organizations
Identifying the URL on a website address can quickly tell you how much you can rely on the information that is being provided to you. Even with all these URLs we must remind our students that no matter where the information comes from, it is crucial that they site their resources. “Quoting or copying someone else’s words-written or spoken- as one’s own without attribution is cheating, whether in publishing, schools, colleges, or society” (Malloy, 2011). Plagiarism is punished everywhere and students should be well aware of the consequences to ensure that they succeed in school, and life.
Maloy, R. (2011). Transforming learning with new technologies. (p. 119). Boston, MA: Pearson.
Maloy, R. (2011). Transforming learning with new technologies. (p. 122). Boston, MA: Pearson.
Maloy, R. (2011). Transforming learning with new technologies. (p. 123). Boston, MA: Pearson.
Maloy, R. (2011). Transforming learning with new technologies. (p. 127). Boston, MA: Pearson.
Maloy, R. (2011). Transforming learning with new technologies. (p. 128). Boston, MA: Pearson.
Maloy, R. (2011). Transforming learning with new technologies. (p. 131-132). Boston, MA: Pearson.
Maloy, R. (2011). Transforming learning with new technologies. (p. 132-133). Boston, MA: Pearson.
Awesomely Luvvie, Bart Simpson Plagiarize, on the Internet at http://www.awesomelyluvvie.com/2012/01/protect-your-blog-content-know-your-rights.html/bart-simpson-plagiarize (visited February 15, 2014).
Technology plays a big part in society these days. Every year, younger kids are thought to use and communicate with others using technology. A good way to communicate with students would be using email and services such as Google Groups. According to Maloy (2011), “after age 11, nearly all children use the Internet,” while spending an average of 48 minutes a day going online. It is a way to connect myself with students and provide additional resources for the learning environment.
It is also useful to have a direct source of communication with parents because it allows me to share with them their childrens’ progress in the classroom. This allows us to correct any issue that may arise before it causes a major issue. As specified in the book, some of the major factors for dropping out of high school include “missed too many days and could not catch up” (Maloy, 2011); this could be addressed to the parent using the media at an early stage to prevent the student from falling behind.
With the use of technology it is very simple to keep everything organized and keep track of students’ progress and assignments. The Electronic Grading Software is one of the most popular softwares for teachers. It is able to “quickly calculate and record student grades on a computer (Maloy, 2011). To monitor students’ development, it helps to use “student performance rubrics” (Maloy, 2011). Maloy explains that this allows teachers to set certain criteria that needs to be met by students that will later be evaluated to see where the student exceeded expectations and/or needs improvement. Technology also helps teachers communicate amongst themselves and share important information regarding students, general school information, lesson plans and/or ideas to help improve continuity from one grade to the next.
Maloy, R. (2011). Transforming learning with new technologies. (p. 3). Boston, MA: Pearson.
Maloy, R. (2011). Transforming learning with new technologies. (p. 11). Boston, MA: Pearson.
Maloy, R. (2011). Transforming learning with new technologies. (p. 71). Boston, MA: Pearson.
Maloy, R. (2011). Transforming learning with new technologies. (p. 76-77). Boston, MA: Pearson.
Bureau of Labor Statistics, U.S. Department of Labor, Occupational Outlook Handbook, 2014-15 Edition, Kindergarten and Elementary School Teachers, on the Internet at http://www.bls.gov/ooh/education-training-and-library/kindergarten-and-elementary-school-teachers.htm (visited January 28, 2014).