"My contributions to the WebQuest wikis"

1. I found that one of the pages was on protected mode and I could not edit that page! I pointed out and Dr. Theresa said it counted!
2. I added the Echoes of a Dream into the Process part.
3. I placed the Evaluation section and a link to Extra! Extra!

"Copyright and Fair Use LR"

1. The state mandates technology proficiency for all high school students but adds no money to schools' software budgets. To ensure equity, public schools are allowed to buy what software they can afford and copy the rest.

False. Some interpretations of the 11th Amendment of the Constitution suggest that state schools may in fact be exempt from copyright prosecutions. However, following the guidelines encourages software and hardware makers to keep making quality products for us to buy.

This is somehting that I did not know. I don't understand how this fully works. I feel like they would make them pay one big fee to put on their computer. I do understand the updating a lot because than the school has to upgrade and buy more products every so often. I guess I wasn't as 'heated' about this one and it isn't very 'juicey' its's just I want to learn more about it! I am intregued really!

"Copyright and Fair Use SR"

1. A teacher gets clip art and music from popular file-sharing sites, then creates a lesson plan and posts it on the school Web site to share with other teachers. This is permissible.

False. Legitimately acquired material can be used in classrooms. However, under the current law, no teacher can redistribute such material over the Net or any other medium. You can use it, but you can't spread it around.

-This is a little confusing because people use clip art ALL the time and I never see anything really going against it. I feel like there would be a warning as you added clip art to your page asking you what you plan to do with the project that your putting that clip art on and if it's 'allowed'.

2. A student film buff downloads a new release from a Taiwanese Web site to use for a humanities project. As long as the student gives credit to the sites from which he's downloaded material, this is covered under fair use.

False. Educators may use "legitimately acquired" material without asking permission, but many file-sharing sites are suspect in this area. Use common sense to determine if those peer-to-peer resources are legitimate or pirated
-Wait a minute! Is this really true, because I thought that if you just cited something that you were good for something that is for school purposes. I feel as if I have stolen than!

2. A geography teacher has more students and computers than software. He uses a CD burner to make several copies of a copyright interactive CD-ROM so each student can use an individual copy in class. This is fair use.

False. Just as with a print encyclopedia, one student at a time has access to a piece of software. The number of students who can use a software program simultaneously is restricted to the number of copies the school owns (but be sure to check out #2 above).

-This is unfairbecause then the students are beign deprived and the school must pay more to have access for all the students. I'm really not too suprised because this tends to happen a lot, but it just really sucks

4. A student tries to digitize the shower scene from a rented copy of Psycho into a "History of Horror" report. Her computer won't do it. The movie happens to be on an NBC station that week, so the teacher tapes it and then digitizes it on the computer for her. This is fair use.

True. Manufacturers are instituting blocking technology, authorized under the law, so newer material like VHS rentals and DVDs block educators from their constitutional right to use material for teaching. It's time to begin complaining. In the meantime, educators should grab all the laserdiscs they can find. They're unblocked.

- I would think that this would be against the rules and needed to get permission for use first. I guess that I don't see the difference between the tapped one and the rented one... they are not making money if she burns it from the TV or from the rental place (other than the money that NBC or the rental place has paid the Movie company).

5. On Back-to-School night, an elementary school offers child care for students' younger siblings. They put the kids in the library and show them Disney VHS tapes bought by the PTA. This is permissible.

False. Video (like everything else) is not covered under fair use for entertainment or reward. The use described is entertainment, pure and simple. However, Disney will sell you a one-time license for $25 that makes this legal use. Call Disney at (818) 560-1000, ask for "Rights," and prepare to trade faxes.

-That's kind of insane because no one wants to or does actually get permission adn pay a fee everytime they do an event. I feel as if they are going to show it more than a certain amount of people, yeah they should pay, but if it's at a babysitting night or in a day-care and just to a small handfull of people it should be acceptable.

6. A teacher makes a compilation of movie clips from various VHS tapes to use in his classroom as lesson starters. This is covered under fair use.

False. The current guidelines exclude the creation of video compilations. However, FilmClipsOnline.com offers film clips for free (the VHS tape on American values is particularly good.) E-mail Michael Rhodes at imrhodes@msn.com or call (805) 984-5907.

-Isn't there an education clause that if it is under a ccertain amount of seconds or mins (or whatever) that it's fair use...?

7. A high school video class produces a DVD yearbook that includes the year's top ten music hits as background music. This is fair use.

False. This is not fair use. Yearbooks are not generally intended to be instructional. Plus, it's not permissible to use entire songs. If you're using pieces of songs and analyzing them as a reflection of the times students lived in, that's different.

-That's shocking because a lot of schools do that sort of thing with their yearbooks and other things. I wonder how they deal with such a thing and why doesn't the yearbook advisor stop them?

8. Last year, a school's science fair multimedia CD-ROM was so popular everyone wanted a copy of it. Everything in it was copied under fair use guidelines. It's permissible for the school to sell copies to recover the costs of reproduction.

False. Fair use allows educational use of copyright material, true, but it does so only if there is no anticipation of wider distribution.

-So if the Senior class wanted to do a fundraser of "songs from our 12 years of school" or soemthing of the such, it would be illeagal. They wouldn't be able to do it in the end because the fee's and final cost would be more than the profit in the end. I feel as if there should just be a time or song limit on the amount on the CD that they sell.

How to help someone use a computer.

"How to help someone use a computer" by Phil Agre

1."Thing you have to tell yourself": Nobody is born knowing this stuff.
This is a good rule of thumb when working on something difficult and new. No one in the word knows everything and in turn we must go through the learning process day-by-day because we're always learning something new (if not life would be boring). Some of the new stuff that we attempt to learn is difficult i.e. computers. I was the first one on the block in 4th or 5th grade to get a computer and internet in my house; I was the cool kid then. But still even though I have been using computers since I was in elementary school I still have issues and each time I go on it seems I find out something new (especially now that I have converted to a MAC). With all the new programing that comes out there is no way that anyone would be able to know all the information about any computer. So when I get frustrated (like trying to use new type 2 technologies), I just think they I was not born with this information and I need it so better now than later.

"Important rule": Try not to ask yes-or-no questions. Nobody wants to look foolish, so their answer is likely to be a guess. "Did you attach to the file server?" will get you less information than "What did you do after you turned the computer on?".

This is an important rule when teaching people something because you don't want to discourage them from continuing on. They don't know this stuff, because if they did they wouldn't need you. So instead you need to stay calm and walk them them through step-by-step in the simplest terms with them.

2. Then start a new paragraph and write one sentence (I'll accept 2 if you insist) telling how you can use that information (what you learned from either of the two facts from the article or both) in your team's presentation where you're going to be teaching us about a technology in the classroom.

When we go to present about the Maine Memory Network, I feel as if we don't need to too much language tone down because it's a pretty basic technology. I think the only things that we may need to explain and go into detail about is the goals and purpose of the website, what they're currently doing, and other organizations that go through it. So I don't feel like as much applies to us since all of the people in the class have used the internet, but we must understand that we need to assume that no one has ever been to this website or used this type of technology before.

"Fires in the Bathroom": Chapter 9

1. The advice of "don't take a bad day too hard" is great advice for new teachers (page 171).

2. I always fear getting overwhelmed. Thats is a reason why I like that UMF offers Practicum, because it challenges you and overwhelms you to make sure your really cut out for this. That is why every time I look at my homework load and think it's a lot I just think about the end result and my teachers goals to make sure that I am good enough and ready to go into this profession. 

"Fires in the Bathroom": Chapter 10

1. "Do regular class work outside the school" (page 176).

2. I love when teachers take class work outside the classroom. There are many ways to take the work and education process outside the classroom. Some teachers like to bring their students out on to a back patio or some place outside the walls of the school to have lecture outside of the classroom so that they can give the students a different atmosphere and the UV rays help so that students wake up a little more. Teachers also take the opportunity to take labs and experiments outside the classroom like in math they could do measurements and estimates of the schools diameter or science could go down and do experiments at the local pond. For me and my focus I can obviously take students outside for lecture but to do outside work I would need someplace a little further away and make a field trip out of it, like a museum or a battle field, etc. It also brings in more MI's by taking the classroom outdoors.

"Fires in the Bathroom": Chapter 8

1. "Help us understand the secrets of 'book language.' Teach us what to look for when we read- words that indicate comparisons, or chapter subheads, or illustrations and charts. Before we read, give us a preview of what important vocabulary to watch for."

2. I went to school in Portland and I went to school with a lot of ESL students. It's hard to learn the english language and the best thing for a student is to get a little help. Books like Shakespeare or "Animal Farm" are hard enough to read as a student who has lived here her whole life, I can just imagine how hard it must be for an ESL student. ESL students need a little extra attention, but as a teacher one must try not to invest all their attention into that or those ESL students in their class and forget about the others thought.

"Fires in the Bathroom": Chapter 7

1. "Don't stick to textbooks" (page 127).

2. Beth and I had a discussion the other day, when I was doing a lesson plan for my classroom in the schools, and textbooks aren't as great as their made out to be. When I was going through the text book and planning my lesson I discovered that the textbook is just an outline; it doesn't go into much detail. The book pretty much leaves a lot of information for the teacher to explain for the kids. My mentor teacher has the students write 2 questions for each section in their book and they always come in with broad questions because the book is not specific. So it takes from classroom time because the book is so brief.

"Fires in the Bathroom": Chapter 6

1. "Kids know school is important" (page 101). Teachers should "care about our progress" and show their "pride in our good work" (page 108 & 109).

2. I don't like teachers who assume that kids don't want to be there and don't attempt to bring more focus and creativity in. They know it's important to go to school and getting an education, so the teachers job is to make them want to come; getting the students to come to school is the hard part. If a teacher shows pride in and really cares about their students they have more desire  come to school. If the teacher intrigues them enough they will also have more passion to learn in the classroom. 

"Fires in the Bathroom": Chapter 5

1. "Getting all kinds of students to open up in class creates an atmosphere where they can learn together even though they may have very different academic backgrounds" (page 89).

2. I want a diverse classroom, because it creates for more opportunities for me to try something new and challenging. It's wouldn't be as interesting to teach a class of 25 of the same students. The variety challenges you to challenge all the types of learners in my class and make sure that you're not making it too hard or too easy for students in ones classroom. 

"Fires in the Bathroom": Chapter 4

1. Students like when "you can stop a teacher and ask a question any time" (page 63). The topic of "grades, praise, and other incentives" is a big thing to look at before entering into the classroom as the teacher.

2. I chose these two pieces from the book because its about being comfortable and being able to get positive, needed attention from ones teacher. Students should feel comfortable about going to a teacher and the teacher should be welcome to it. I hate when I ask a teacher if I can talk to them and ask them a question about something and they blow me off. Also, I like to be able to get feedback on progress and praise even when I don't get a good grade add something into the comments so I feel like theirs some hope for me. I hope to try and stay positive with my students and welcoming to questions and concerns.

"Fires in the Bathroom": Chapter 3

1. "Let students know your plan for the class" and "...put your policies on all these in writing, either for handing out to students or posting on the classroom walls" (page 38).

2. These are two big things I look for in a syllabus on the first day. I like to know what the teacher is going to do with teach us, how their going to go about it, and what their expectations are behavior and academic wise. This is something that every teacher should have clearly stated somewhere where the students have easy access to. The rules should also be able to be contested by the students, like if they want to add more (ask them if they want to add anything or make anything clearer).

http://beyond-school.org/

This looked to be an intriguing blog and was under the best teachers blogs section, but I don't understand why? This was not a good display of a good teacher.  I was very interested to read about a teacher that was abroad, but it wasn't very informative about his students and teaching styles. I learned that people in Korea keep their cars in neutral so that people can move them due to the lack of parking spaces there. The sex scene was a little much. I don't understand why he was in the best teachers category, but maybe if i went further into reading the blog it might have gone further in-depth into his teaching practices over seas. I wash very interested on how to make my blog look more like a website!

QR Fires Chapter 2

1. "If your looking for respect ..." (page 19) this is a great way to find it.

2. This chapter broke down the teachers handbook designed by students. Confidence, comfort, and respect are key with a student-teacher relationship. This chapter states a lot of guidlines that should be common sense and are the reasons why we become teachers, to give students a fun, comfortable learning atmosphere, but some teachers loose sight of these objectives throughout the years.

QR Fires Chapter 1

1. "Getting to know us doesn't happen all at once" (page 3). The students express in this chapter how they want teachers to get to know them. Also when they discuss how nothing opens the eyes of a teacher to the lives of students more than taking the time to see where the live and what they go through each day wether their in the ritzy area or the slums.

2. This chapter was a good look into how personal students may want their teacher student relationship to go and where the line is drawn. These students give some good ideas as to how to go about getting some information so that the teacher can understand what they go through day to day and how to plan homework around that. These kids want teachers to know the general gist about their students lives and interests so that they can relate things to their interests. Also this information goes into how the students want homework where they can apply their interest to it. 

Type I and Type II Technology MEL

Type I

1. The computer class that I had in middle school that taught us the 'proper' way of typing.
2. Teachers before a big project will always bring their class to the library to go over how to research topic on the computer. I feel like I got brought to the library so many times from the same power point and speech through out middle school and high school on basically how to use the internet and a search engine.
3.  Teachers always seem to go over format for papers and styles every time that they assign a paper in class, even after their paper format has previously been stated for other papers. 

Type II

1. In my Geo in Education class we explored different ways to make maps, add trails, bring in our GPS information and apply it to arial photo's. It was a nice way to use the computers to get us involved in mapping.
2. Also in Geo class we looked at lesson plans on Nationalgeographic.com and they had a lot of interactive website incorporated into their lesson plans, such as virtual tours and interactive maps. 
3. When a teacher introduces a new program to the class, like iMovie, and has the class to projects that relate to the class objective with a new program. For one of my history classes, America since 1945 with O'Brien, we made a documentary in the class with a focus covering the outlined time period. All the pictures and information was researched and presented by us.

Maddux, Cleborne D., and D. LaMont Johnson. "Introduction: Type II Applications of Technology in Education: New and Better Ways of Teaching and Learning." Internet Applications of Type II Uses of Technology in Education. 1-5.

My MEL experiences

1. The research presented in this article was different than the normal learning results reading I have been assigned to. Normally researchers write documents on what they think will work based on research they have done or statistics they have compiled, but this article was core evidence with the students voices expressed through out from a local area. 

2. This article presented some good examples of questions that one, as a teacher, can ask to really get to know their students and how they learn. It also encourages to help students learn what type of learning style they are by doing activities like we did in Dr. Graces class. This article showed that it's good to really listen to ones students and get the feel for how they learn. Hands-on activities and other projects that are open ended where the kids can add their own learning style is shown to be very useful and desired by the students. It reminds us to not loose sight of our students and their feelings, to relate things to their life, and to make sure they are comprehending what we are telling them; to actually make sure we're teaching them.

Dr. Theresa MEL (1-3)

Kaisha Dunne

Step 1:

How much of their information seems plausible to you?

1. • Visual: Was my number one choice in our activity in Dr. Graces class. I am a visual person and like to be able to see things so that latter it can jog my memory. If I use visual aids in my classroom students are going to be more intrigued by what i am talking about and it will be more engraved into their memory rather than me standing at the front of the class and talking about a topic with no visual aids. Also if the students make a visual to go along with what they are doing it gives them something to also use as a memory recall.

• Aural: The use of music is a good way to keep the students focus and also a good memory jogger. If I was teaching the civil rights movement in a class, for an example, I could tie in music from that era to be able to express the feelings of the people and move students; some may recognize the music and be more fascinated by it. I took a class freshman year here on The Songs of Bob Dylan and I was excited to do my reading; I want my kids to be excited as well. Music is a good thing to incorporate in a classroom and isn’t used as often in secondary education anymore.

• Verbal: Verbal learning is the bases of a classroom.. no verbal communication is not an option. I feel like i would be able to easily incorporate this in a fun structured way wether in a game like jeopardy with the topic of the lesson or little sayings, clues or other hints to help the students memorize things. 

• Physical: I have ADD and I know how hard it is to sit still or when a teacher yells at a student for doodling and thats how sometimes they are going to focus their best that day. Getting students up and moving and interacting with things is a great way to get them involved in their work. In my classroom I feel like a good way to break down the big topics in history is to break kids into groups and have them come together in the end to collaborate because the load can tend to be big and boring to a lot of students at times. Even a little movement can help keep the kids more awake and motivated, followed by a higher rate of kids feeling like their in a fun, interactive and comfortable environment. 

• Logical: Analyzing data and taking a very in-depth look into things is good to deepen the students knowledge and make them more rounded, but at the same time you don’t want to bore them. As a teacher your job is to give these kids information and educate them but in order for them to learn you have to get them engaged. 

• Social: Group work, presentations, and performing with and/ or in-front of others is a good exercise for developing communication skills. It’s easy to work in, but it’s just hard to incorporate stuff for the kids who are interpersonal.

2.

Style Scores

Visual

28

Social

20

Physical

18

Aural

14

Verbal

15

Solitary

9

Logical

14

4.? read over

5. 1st choice: Visual 2nd choice: Aural