Copyright or Copywrong?

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In response to Miss Coulson’s blog discussing the legalities of copyrighting... apparently I have been labelled a future felon. Me, a felon? No way!....

Similarly to Miss Coulson I too would never willingly steal from a store, person or residence, in fact I am so against pirated movies that on a recent trip to Thailand I appeared to be the only passenger returning to Australia without a suitcase of the latest blockbusters. So that there is pure evidence of my high moral stature!

I am however, no stranger to the enormity of copyright. Professional Experience 3 requires us to source our images used in blogs and other forms of digital media via the website: Creative Commons. Now to be totally honest, I find the frustration of such sites as FlickrCC hard to navigate and source images I desire. The temptation of performing a much simpler Google search nags at me like a wife condemned to life with a lazy husband!

I understand the importance in portraying ourselves as model citizens within the code of online ethics, morals and values, but does this mean that anyone who has ever photocopied, cut and pasted or printed anything online that wasn’t their own work a felon also? Answer that one fellow moral citizens!

I also understand the importance of educating students in such moral and ethical values. As mentioned in a previous blog:  Budd:e deals with the issue of copyright in its interactive website. Educating children in copyright laws, not only within images displayed in online search engines, but in photographs, stories and ideas created by their peers is an integral part of habituating children with all aspects of online use.

Now in the instance of funding for copyrighted software, is it fair for students to miss out all together? Or is it better to select a few students to participate in such software? Perhaps budgets for schools should be better funded by the Government or somehow allocated in the school year’s fees? The overarching question is: how do we fix this to make an even playing field for all students in technology education, while remaining on the ‘good-side’ of the law? 

My new best Budd:e

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Conveniently, whilst on prac my co-operating school received an information package from the Department of Broadband, Communication and the Digital Economy. Now... you can imagine my excitement in stumbling across such information whilst slugging my weary self to the staffroom for a much needed coffee...

The Australian Government’s Stay Smart Online Initiative have established a cybersecurity education package known as Budd:e. This package comprises two modules for students in primary and secondary schools. The modules aim to help students adopt secure online practices and behaviors.

The Budd:e modules are interactive and self-learning adhering to the notions of Harel’s constructionist learning as mentioned in a previous blog. Cybersecurity topics covered in the modules include securing personal information online and social networking, the dangers of spam and pop-up scams, password strength, copyright and online ethics.

Students can create their own avatar by completing the module. Upon completion of each section a different body part is unlocked as a reward for the student; allowing them to create and name their own personal avatar. The successful completion of each level requires a disguised form of assessment to check the students’ level of understanding.

And to make it even better....This webpage is supported with teaching resources, lesson plans and curriculum links.

Check it out!!! Go on...

IT (Infant's Technology)

With exhaustion over, much needed sleep caught up on and once again in the comfort of jeans and thongs... I can now reflect on my learning experiences of Practicum 3.

Without a doubt, implementing learning experiences with technology was a near impossible task as a student teacher. My Co-operating school employed a progressive approach to learning via technology with Stage one programs collegially developed using notebook software; focusing all lessons on or around the Smartboard.

However, computer lessons took place for half an hour just once a week. Now, just imagine 23 Year one student’s unleashed in a room full of ‘playing’ equipment trying to boot up their computers and log on... just how long do you think that would take? Well, let me tell you the lesson was almost over by the time each student had complied with this requirement. This leads me to question the intent and specific outcomes of such a lesson.

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Is it feasible for 6 year olds to rely on such a limited time in this learning environment to become members of the digital native population? Or should technology be abundant within the learning environment in other non-invasive ways?

It’s not for lack of trying on the teacher’s behalf, with professional development lectures on compiling reports online to creating digital stories and participating in video conferencing, teachers not only of the modern era but ‘old school’ have been forced (most willingly, but some apprehensively) to conform to the demand of implementing technology within the learning environment. And good on them!

Can all be active in the Interactive?

Well, today I had my very first experience with the IWB and what can I say?

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Well I can tell you I am certainly in two minds about the success of this in the classroom.

As fabulous this development in educational software is, I am sceptical of its benefits in the perspective of group lessons. While this revolutionary technology has plentiful advantages (especially in regards to ease of teaching and developing lessons as a teacher), the lack of collaborative learning in the running of Smartboard directed lessons, I believe is somewhat questionable.

My experience of instructing a lesson on the topic of ‘Money’ to my Year 1 class via the Smartboard was less than optimum and highly unsatisfactory in my opinion. Besides slight initial IT complications, I found that the engagement level within the class was minimal. The particular student involved in the activity appeared engaged, while the remainder of the class chatted amongst themselves as their interest levels were low due to the lack of interaction on their part.

I wonder if future developments in this innovative software can adhere to the current problem occurring within class cohesion and attention? And I wonder if my initial opinion will remain over the duration of this practicum?

This video discusses the collaborative benefits of such developments. I wonder when these will be implemented into Australian classrooms?