Gaming, Simulations and Art

James Paul Gee identified 36 principles in his book What Video Games Have to Teach Us about Learning and Literacy that apply to many areas of education ("James paul gee:learning,"). His Probing Principle is one that I find important to learning and education. This principle says that doing things, reflecting on the actions, making connections and repeating the action to test out the connections and then revisiting the reflection is important to learning (Jonassen, D., Howard, J., Marra, R., Crismond, D. (2008) page 55). I have learned that reflection is extremely important to many facets of life, especially learning. When an action, be it a group project, a research paper or an studio art project, is complete reviewing and reflecting on the process and outcome help to refine the learning and decide if the right steps were taken and if not how to make the appropriate corrections for future projects. In this principle action and reflection are the important parts. The Multimodal Principle is one that allows a learner to experience learning and gather meaning through a multitude of inputs. Text, images, sounds and interactions ("James paul gee:learning,") allow students who have different learning styles to gather knowledge, process that knowledge and understand it. In an art class, a teacher can describe how to throw a bowl on a potter’s wheel, you can see diagrams of the wheel and read text on the steps to throw the bowl but until the student interacts with the clay and the wheel the skill won’t be mastered. There is the coordination between the wheel, the clay and the hands shaping the clay that has to be practiced, hands on, to master this skill. In art the Discovery Principle goes hand and hand with the Multimodal Principle.  Once a skill is described and demonstrated, the learner is allowed to try the skill (Jonassen, D., Howard, J., Marra, R., Crismond, D. (2008) page 55) . In art there is no one right way to do something. In taking a look at the videos on YouTube for throwing on the potter’s wheel, there are many, many ways to accomplish the outcome of making a bowl. The amount of clay used, the speed of the wheel, the hand positions vary between the video. The learner should be allowed to discover what works best for them. The same for painting, if no one ever experimented or tried anything different, art never would have changed from the pre-historic cave paintings at Lascaux. While art sometimes changes from technological advances and sometimes for political or cultural reasons many changes and styles are due to experimentation. Impressionism was trying to capture a fleeting moment in time, painting quickly with determined brush strokes and powerful colors. Claude Monet, a noted Impressionist painter, “Like his fellow Impressionists… when young, had attempted a faithfulness to perceived reality, trying to capture the constantly changing quality of natural light and color” ("The collection: claude," ). Georges Seurat’s painting A Sunday on La Grande Jatte is in the pointillist style which was developed from the colors used by the Impressionists ("Georges seurat french, 1859–1891," 2004). Vincent Van Gogh, a post impressionist painter experimented with painting and if you compare his early work to his later work you can see the work becoming more and more abstract. The German Expressionist painter Franz Marc goes even farther into abstraction using geometric shapes in the cubist style to create his work. He uses bright, sometimes unnatural colors in his work. If these artists had not experimented and found a style of painting that fit their personality and vision, think of all the wonderful art that would never have been created.

There are so many simulations that would work in an art classroom. Many students find art history a bore (or so my daughter said when she was in high school.) If a class was studying the Renaissance as it pertained to art history, a simulation of a trip to Italy could be created. This would allow students, ideally in small groups to plan a 10-14 day tour that could reinforce learning. They could research art works they enjoyed, find the appropriate museums etc. A budget would need to be created, including travel costs, hotel accommodations and meals (if included) museum entries, air fare and the like. A presentation of their tour such as a PowerPoint could be created as well as a brochure, itineraries and costs for the tour could also be included in the project. The number of days and museums would affect the cost of the trip, whether the trip was associated with a tour company (think the movie My Life in Ruins) any number of variables could be tweaked for different outcomes. The collaboration between a group of students to create an “Art Tour of Italy” can be more challenging because they work together support each other and allow the development of self-regulation (Woolfolk, 2010, page 369).

Art is different than most subjects at school. While there is a fine arts requirement for high school graduation in Texas, there are loads of choices available, music, band, theater, as well as visual art. Most students are there because they want to be, especially if they have more then one credit. Still, to have students get totally involved in a project, it has to be relevant, engaging and potentially useful. Is your average student going to be able to go to Italy for 10-14 days to explore the art housed in the famous Italian museums? Probably not, but you never know. My daughter’s AP English class took a Shakespeare based tour of London, Bath and Stratford on Avon spring break of their senior year. We never expected that but if you aren't receptive for possibilities, you'll never find them when they happen. If nothing else a simulation like going to Italy may add a line to a student's "Bucket List" and someday, using a saved brochure as a template they are off to Italy and the great art of the world.

References:

Gee on what video games have to teach us about learning and literacy. (2008). Retrieved from http://newlearningonline.com/literacies/chapter-2-literacies-purposes/gee-on-what-video-games-have-to-teach-us-about-learning-and-literacy/

Georges seurat french, 1859–1891. (2004). Retrieved from http://www.artic.edu/artaccess/AA_Impressionist/pages/IMP_7.shtml

James paul gee:learning principles. (n.d.). Retrieved from http://mason.gmu.edu/~lsmithg/jamespaulgee2

Jonassen, D., Howard, J., Marra, R., Crismond, D. (2008). Meaningful learning with technology. Upper Saddle, New Jersey: Pearson.

The collection: claude monet, water lilies. (n.d.). Retrieved from http://www.moma.org/collection/object.php?object_id=80220

Woolfolk, A.(2010). Educational psychology.  Upper Saddle, New Jersey: Pearson.

Rubrics, Clickers, Inspiration & Art Classrooms

I absolutely love the use of rubrics. I would have loved to have known what standards my work was being graded against when I was in high school and the first time round in college. Even my time at the Community College in the past couple of years did not see the use of them neither have I seen them in any of my other classes here at Commerce. Imagine my surprise at the beginning of this class to actually know how I would be graded. The various rubric sites with generators or samples are a great resource and I bookmarked a number of them for the future. But, if you find one or two samples with a format you like, it would be easy to alter them to meet current needs. I plan to use them on a regular basis when I begin teaching. I think Scott Utley’s idea about posting a rubric to a class blog or website is great (Utley, 2010). I will probably do the same and maybe post the rubric on a bulletin board in the classroom as well. A completed rubric handed back with a graded work to give feedback will also be used especially on major art projects. It is nice to be able to “learn by doing” with the rubrics, as we experience using then and see how beneficial they are for us we will then transfer the use to our classroom and students. They may take time to create, even just tweaking something already available but I think the time would be worth it for learners. I always liked including the objectives of a lesson for the learners, but rubrics take it a step further.

Clickers are something new to me. The schools in Winnsboro do not have this technology as of yet so I have nothing to compare to. I would expect they would be advantageous in classes where facts are an important part of the subject, history, math, science and the like. I would have to ponder more on whether they would useful in a “hands on” studio art class or how beneficial they might be if used. I would like to some day be in a class using this technology to actually experience it first hand.

I perused Inspiration and looked at some of the ways it could be used, the thinking and planning sessions and the multi-media/website mapping sections might be useful in an art classroom. Thinking and planning could be used for individual and group art projects especially planning an e-portfolio. The multi-media/website mapping would be useful for a Design Communications class working on learning about designing websites; it might also be useful if students are using websites for e-portfolios ("Integrate inspiration® into," 2010)  . I have created and maintained many websites over the past 8 or so years and it can be a real pain to keep an accurate map by hand as the site gets larger and larger. If there was money in a budget for the art department to invest in software this might be a possibility, however there might be more pressing needs as well. I’m not sure if I would use this in class or not, it would depend on financing.

References:

Integrate inspiration® into your curriculum. (2010). Retrieved from http://www.inspiration.com/Examples/Inspiration

Utley, S. (2010, November 24). Week 13 [Web log message]. Retrieved from http://sutleyetec424.blogspot.com/2010/11/week-13.html

Digital Storytelling, Visualizing Math and Television Learning

Digital Storytelling is a process for creating a story on video. Students are taught the steps involved to create a video and the subject matter and let loose to create. Step one is to develop an idea; this can include writing down a basic story line for the piece. This is followed by making a storyboard in single pictures (Jonassen, D, Howland, J, Marra, R, & Crismond, D., 2008) . This can allow the students to visualize what they want to get across to their potential audience. It allows the student to make a list of what they are going to need to actually film their work. As the piece is further developed a list of the basic parts of a story is created so the film makers can check off their progress (Jonassen, D, Howland, J, Marra, R, & Crismond, D., 2008).  Using a video camera and a lot of prior planning the students can go on and create their video. Once filmed the video is edited using software. At this stage, Opening titles, ending credits and music can be added. This is a wonderful tool for students allowing them to get really involved and interested in an assignment. When I was in high school in the mid-1970s, a group made an advertisement that told a story for a made up product Harrison’s Hangover Pills. We wnt through the should process as the digital storytelling except we filmed in a room with a fime movie camera. When my son was in third grade he was in a GT class. One of their assignments was to create a variation on a favorite children’s book, David choose Corduroy. David wanted to make a film titled Fuzzy Finds his Button. With the help of family for the post production part (this was in the mid ‘90s) David wrote the story, got his sister to star in the movie along with his favorite bear and even got Miss Dixie, the owner of the local used bookstore to help with the story. Stop action was used and Fuzzy searched the house for his lost button. In my daughter’s Senior AP English class, they had an assignment to create something that combined at least two pieces of popular fiction (Film and/or novels). Katie’s group combined characters from Gone with the Wind, Little Women and The Notebook. They then went on to create and film a new story. Another group, Thomas and Graham, combined Harry Potter and Star Wars into a stop action film Clash of the Creators using Lego blocks, it’s really good! The video was uploaded to YouTube in 2007 and is still there at  http://www.youtube.com/watch?v=woLk7R0kzbg. Take a look, it is a great example of what can be done for a digital story. This whole process would be a great addition to a more advanced Art class. The whole creative process would fit perfectly and movie making has been used in education for quite a while. Why not use something that has history behind it?

Visualizing various aspects of math has been used for a long time. In early grades children manipulate objects to represent number values, patterns, addition and subtraction for instance. Most days I volunteered in my children’s kindergarten classes for “Learning Center” time there was something that involved manipulation numbers, early math. There are learning software programs available these days that allow children to do this at a computer screen. Graphing calculators, for older students, helps them to visualize equations in the form of a graphical representation (Jonassen, D, Howland, J, Marra, R, & Crismond, D., 2008). There is software that gives geometrical representations, as well, to help with the visualization of geometry (Jonassen, D, Howland, J, Marra, R, & Crismond, D., 2008). There is also software that allows for the visualization of data and statistics, which would make the data represented more clear and more representative (Jonassen, D, Howland, J, Marra, R, & Crismond, D., 2008).

If someone can learn solely by watching the television would probably depend on what was being learned and how clear the television program was. Young children can learn various things while watching programs like Sesame Street but often have their parents to reinforce and fine tune a skill. When I was in elementary school Spanish and French were taught using PBS classes on TV every day. When I moved schools in seventh grade I could recall a few words in French when I began a traditional French class. The current children’s program on Nickelodeon, Dora the Explorer, which has aspects of teaching Spanish to pre-schoolers, is colorful, engaging and fun and working with young children may have a key to teaching language. Programs for older kids like Beakman’s World and Bill Nye, the Science Guy were good for helping reinforce science learning and possibly did some teaching as well. I have learned some things from watching documentaries but I already had knowledge of the subject. An issue could be the slant of the program, the writers and directors put their own spin on their work so as in most cases more research would be necessary to determine accuracy. Many documentaries, on say Global Warming take an absolute position, their view is correct, not if ands or buts. I wouldn’t take the word of a documentary as absolute fact any more than I would believe everything on the internet. If a skill is hands on, like painting or ceramics, I would think television would be more a re-enforcement than actual instruction. There is no way to learn how to throw a pot on a potter's wheel without actually getting your hands muddy with clay. The differences between watching actually doing are immense.  I have always been taught the principle of learning that includes “tell me, show me, let me” there is no way for the television to let me, no guided practice with feedback and no way to ask questions. If a computer monitor is equated to a television, look at the Rosetta Stone language learning software. The have added to their programs an online communication where students can converse with native speakers, a “let me”. 

References:

Howser, G, & Coleman, T. (2007, February 12). Clash of the creators. Retrieved from http://www.youtube.com/watch?v=woLk7R0kzbg

Jonassen, D, Howland, J, Marra, R, & Crismond, D. (2008). Meaningful learning with

            technology. Upper Saddle River, NJ: Pesrson Merrill Prentice Hall.

Podcasting: Enhancing an Art Classroom!

I have watched podcasts put out by the Boy Scouts of America for Cub Scout leaders and commissioners for years.They have been very helpful in to me in many aspect of my volunteer activities so podcasting sounds like it could easily become a major technological tool to help keep kids involved in classes. A podcast is a video of some sort, whether for education or for entertainment. Anyone can create a podcast using a video camera and a microphone (“Podcasting in plain English”). People who want to watch/listen to podcasts then subscribe and add software or applications to allow a feed to automatically download new episodes (“Podcasting in plain English”). There is also an issue of how long a podcast will remain on a device. Some websites, like NPR , automatically delete a previous podcast when downloading a new episode  ("Npr: help – using podcasts," ). The Apple IPod allows the user to set defaults to allow automatic deletion or to choose item by item deletion (Dietrich, 2009). Some of the capacity to hold older podcasts depends on the software used, with Podcaster 3.0, the number of episodes saved can be set from 0-10 and as more than the set amount are downloaded, earlier episodes are deleted  ("Podcaster 3 manual," ). With Podtrapper, the maximum number of podcasts saved is four ("Podtrapper edit podcast," 2010). There are so may applications of podcasting in a classroom. In an art classroom, a teacher might demonstrate a new technique for students but often it takes more than one view to really internalize the technique. If a podcast of the technique was also created, a student could go back and watch it over and over again as well as try to follow the technique, see and do. It would also come in handy of a student was absent when a new technique was introduced. While I did not subscribe to a podcast, something similar that I have used is YouTube videos of throwing clay on a potter’s wheel. Watching the videos over and over has gotten me closer to having the motions down to throw a quality cylinder so watching a podcast multiple times could easily help cement knowledge in a student's mind and help with technique mastery. While teacher use of podcasts would be helpful, students could certainly grow by developing and using  podcasts in the classroom (Jonassen, Howland, Marra, & Crismond, page 161). By assigning creation of a podcast to students, a teacher can see if students grasp material as well as see what material students find important and how they use their knowledge (Jonassen, Howland, Marra, & Crismond, page161). Creating a podcast could be an interesting addition to a film and photography class or even a general art class if the materials and tools were available for use, even just recording the verbal information could be an interesting project in an art class.

Podcasting is similar to other Web2.0 applications in that it is an alternate method of communication. Podcasts can be used to enhance learning situations. Since different students have different learning styles, podcasts, containing visual and auditory aspects can help learners who do need more than the written word or pictures. I see it as another weapon in the modern learning environment of today. 

I have a Creative Zen Vision-M Mp3 player. I use it in my studio art classes because I find that when I listen to music while I create I work more efficiently and creativity is enhanced. I would have no issue with my students using an Mp3 player in class while working on art as long as the volume was not interrupting the rest of the class. Listening to a podcast downloaded to an Mp3 player for study purposes would be acceptable, especially if the student was using it for the class they were attending at the time. If the student’s Mp3 player accepted video, I would have no problem with them going back and looking at an art related podcast during class, I would have no trouble with a student on a personal laptop looking at/listening to podcasts that way either. I think online communications is just another way for students to learn. In this class we are using many of the communication tools we are learning about so we have first hand experience when we get to a classroom full of students. Discussion boards and blogs are additional ways for students to communicate with a teacher and fellow students, and online discussion boards could help a student who is shy to gather and organize thoughts before entering a post so they can make a contribution to the class knowledge base. I know, in some classes when critique time comes around that there is often no way for more timid students to get a word in edgewise. Discussion boards could facilitate the process for these students. A teacher would need to know their students fairly well to make sure that posts are the work of an individual student. Another possible drawback of discussion boards is the implication is that it is for out of class use, so students could easily forget to make posts in a timely manner and it is another layer of work for a teacher to go into the discussion and read the posts.

References:

Dietrich, D. (2009, March 19). How to set podcasts to auto delete from your ipod [Web log message]. Retrieved from http://www.daleisphere.com/how-to-set-podcasts-to-auto-delete-from-your-ipod/     (Dietrich, 2009)

Jonassen, D, Howland, J, Marra, R, & Crismond, D. (2008). Meaningful learning with technology. Upper Saddle River, NJ: Pesrson Merrill Prentice Hall.  (Jonassen, Howland, Marra, & Crismond, page 220)

Npr: help - using podcasts. (n.d.). Retrieved from http://www.npr.org/help/podcasts.html#older_content  ("Npr: help – using podcasts," )

Podcaster 3 manual. (n.d.). Retrieved from http://podcaster.fm/help/    ("Podcaster 3 manual," )

"Podcasts in Plain English." (2007) YouTube. Retrieved from http://www.youtube.com/watch?v=DDLqu0d-z8o

Podtrapper edit podcast screen. (2010, September 18). Retrieved from http://versatilemonkey.com/wiki/PodTrapper_Edit_Podcast_Screen   ("Podtrapper edit podcast," 2010)

Using podcasts-oit help desk. (2007, March 16). Retrieved from http://www.helpdesk.umd.edu/documents/4/4654/   ("Using podcasts-oit help," 2007)

Web 2.0...Sounds Cool as well as Useful

There are a number of times I think wikis and blogs would be useful for use in the classroom. Blogs would be easy to use, for instance, it could be a way to reinforce what was studied in class. If students were being introduced to the principles of art and design a blog that contained a principle of the week or of the day. Examples of the principle in art work, like Duchamp’s Nude Descending a Staircase is a classic example of motion in a work of art or Franz Marc’s Foxes is an example of the use of color. A blog would also be a way to have class assignments posted online since we all know that instruction sheets do not always make it home for homework. An occasional post directed at parents might also be a way to keep the student’s family aware of what’s going on in class. Wikis would be helpful if a group project needed more time than allotted in class, especially with younger students who don’t yet drive. Another use would be for a group project that would go with an AP class summer reading list. With family travel and summer jobs it might be hard to get a group together very often while on vacation. Email could get complicated for everyone to stay on the same page while wiki would allow the process to be more organized,  posts to be made lists juggled as to who is doing what aspects of the assignment and on from there with many different pages ("Wiki's in Plain English").

Social bookmaking sounds interesting. I wouldn’t hesitate to use it for myself but never having used this particular technology application, I don’t know how well it is policed. I would hate to inadvertently expose a student to adult content. High school students can do some things that are imprudent for grins and giggles, this could come back to haunt a teacher if a parent were to question what their child was doing. I think I would rather have a links list on a blog for a student to use. For me, it might open up many, many new websites with activities and other information to use for teaching. I think, in the right situation a voice thread might be fun. When working on a history of art project, a voice thread would be set up with each student choosing their favorite artist and going from there. There are so many ways to add the voice over that most anyone would have access to one method (Yuen, 2008). This could be used for critiquing projects as well with strict guidelines.

Tapped in sounds like a logical extension of the use of online learning, using it for teacher professional development does not sound far fetched. Students in college take online classes all the time why not use it for development? The website has message boards and discussions, places for document storage, resource searches, learning projects and much more. This sounds like a way to connect with other teachers and share experiences and learn from them, another way for professional networking (About tapped in, 2010).

References:

About tapped in. (2010). Retrieved from http://tappedin.org/tappedin/web/about.jsp

"Wiki's in Plain English." (2007) YouTube. Retrieved from http://www.youtube.com/watch?v=-dnL00TdmLY

Yuen, S. (2008, January 14). Voice thread. Retrieved from http://scyuen.wordpress.com/2008/01/14/voicethread/

E-Portfolios and Other Digital Assessments as Creative Testing Tools

If a teacher is to know whether a student is grasping a concept taught in class there must be some sort of assessment.  The assessment can be anything from an activity to a project to a test and anything a teacher might create in between.  Assessment activities seem to be a good way to ascertain a student’s skill set development and to determine whether a student can apply what they have learned to a set of problems. An assessment activity can help a teacher determine where a student is having issues with learning and to see what the student is understanding. With this knowledge, a teacher can review how material is being taught and pin point where the breakup in communication is happening. If a concept is being taught in multiple learning styles, oral, visual and tactile which method was being used when the student was able to master a part of the whole lesson? The answer to this question would allow the teacher to change from a lecture to perhaps a demonstration or some sort of a hands-on reinforcement activity.

An e-portfolio is a collection of documents in digital form that could include  samples of work, art work, pictures, and other presentations that are in effect an expanded resume (Jonassen, Howland, Marra, & Crismond, page 220). There should be more to the portfolio than just individual work, it can include reflections and journals as well as work that lead a teacher to more insight to a student’s thinking process and grasp of concepts being taught (Jonassen, Howland, Marra, & Crismond, page 220). The work picked by the student to include in the portfolio also can help the teacher understand a student better (Jonassen, Howland, Marra, & Crismond, page 220).  The use of an e-portfolio is more than a review piece created for a class or a project, it allows a teacher to see if a student can apply concepts learned to more real world applications if the teacher desires. (Lorenzo, & Ittelson, 10/2005, Page 1)

   Computerized testing in its simplest form allows a student to answer test questions online or on a computer, giving relatively fast feedback in respect to grades. It is also easier to get data on what questions were answered correctly and which were not allowing a teacher to go back and reinforce information that was not grasped the first time (Jonassen, Howland, Marra, & Crismond, page 236). Another aspect of computer based testing is there is now available software that adapts to the person being tested. It allows testing to be appropriate for the gifted student as well as a slower learner (Jonassen, Howland, Marra, & Crismond, page 237).  I would think that computer based tests would be as reliable and valid as any other test for the testing of basic knowledge of facts. I would think that using computer based tests would be more difficult to use for essay type tests, it might be very complicated to program a computer to take into consideration all the various permutations and ideas that might be expressed in a long answer question. That being said, if the questions are being written well there should be no difference between a computer based test and a test in a hard copy or using a scantron sheet for computer scoring.

            I can easily see using an e-portfolio for projects in an art class. Instead of using an internet based portfolio, a student could use MS Publisher to create an HTML document that could then be burned to a CD-Rom, which would be safer for the student. (Lorenzo, & Ittelson, 7/2005, page 2) It would allow me, as a teacher, to understand how a student comes to a conclusion about a project. It would also allow me to see where a student might be hitting an artists block and help come up with the kind of open ended questions that might help a student get the creativity ball rolling again. Including a journal, sketches, research on what ever topic the work was about and photos of various steps of the creative project might be used as steps and included in a rubric. This is really a wonderful idea to see how a student is progressing. It is hard to grade art work, there is no right and wrong so more criteria is needed to accurately assess how a student is doing.

References:

Jonassen, D, Howland, J, Marra, R, & Crismond, D. (2008). Meaningful learning with technology. Upper Saddle River, NJ: Pesrson Merrill Prentice Hall.

Lorenzo, G, & Ittelson, J. (2005, July). An overview of e-portfolios. Retrieved from http://net.educause.edu/ir/library/pdf/ELI3001.pdf   

Lorenzo, G, & Ittelson, J. (2005, October). Demonstrating and assessing student learning with e-portfolios. Retrieved from http://net.educause.edu/ir/library/pdf/ELI3003.pdf

Thoughts on: Copyright, Fair Use, Online Safety, Cyber-Bullying & Netiquette

Teaching students about copyright infringement and fair use looks like it can be a daunting task. There seem to be so many guidelines for what you can and can’t use in what circumstances out there for various forms of media that it can get overwhelming. Teachers and students at non-profit institutions have more leeway than the general public when materials are used for educational purposes. There are guidelines that help educators and students to make appropriate decisions as to what is appropriate usage ("Copyright and fair,”).  From distilling what I read on Bb copyright fair use, broken down in simple terms is you can spontaneously use small segments of media for short term usage ("Bb copyright fair," 2000).  The US Copyright office has documentation in clear English (more understandable than actual statutes written in legalese or congressionalese) that defines various forms of media covered by copyright laws, which protect “original works of authorship”, this means the work itself, not the facts or topic being used ("Copyright basics," 2008).  The current guidelines for fair use of copyrighted materials in education are extremely out of date, having been written in 1976. This was long before there was a public internet and the current ease of finding information. It would be easy to say if you didn’t create it or can’t get permission to use it don’t, but that could potentially shortchange our children. There was a document written in 1996 by the Consortium of College and University Media Centers (CCUMC) but according to Copyright 101 for educators: winter 2003 there are some inconsistencies with the the 1996 document and the federal statute from 1976 (Fryer, 2003).  There are websites out that could easily be used by teachers to help their students learn about fair use and copyrights. Copyright bay at http://www.stfrancis.edu/content/cid/copyrightbay/index.htm is an interactive look at various points of the issue. Learners can explore different areas of the “bay” to look at topics and questions about appropriate usage of media ("Copyright bay," 2002).  Cyberbee copyright at

http://www.cyberbee.com/cb_copyright.swf allows the user to hover a mouse pointer over a cartoon student who asks a question about copyright. The user can then click on the student to get the answer. As is suggested in or week 5 lecture this webpage could easily be used to start a questions and answer session or a team game of who can answer the questions ("Cyberbee copyright," 2002). The Copyright quiz was very interesting; I got an 85, missing 3 questions  ("Copyright quiz," ). I had not realized some educational programming had what I would consider an open policy of educational usage like Bill Nye, The Science Guy show mentioned in question number 8, but it makes sense, I believe that is a PBS show and it would be appropriate to be able to use it in the classroom. I got number 12 wrong, but I was thinking about the recent court ruling that you can’t sell an older used version of software, for example on Ebay, the court said something to the effect that when you purchase software you are just purchasing a license to use the software, you don’t actually own it (Parkin, 2010). The other question I missed was the last one concerning the copying of software, the idea of the inability to sue a state institution is not necessarily common knowledge and I thought was kind of a trick question.

The responsibility for teaching your students about internet safety really should have begun at home if there is a family computer connected to the internet. A child could easily get into “trouble” without meaning to. Have you ever done a web search for various animals like a fox or beaver? Even for an adult it can get pretty gross. My son, not long after we hooked up to the internet back in the mid-1990s, got caught up in cascading adult webpages that crashed the family computer. He was terribly embarrassed and did not mention it for a number of years. There are programs various youth organizations that have programs to teach children about internet safety. The Girl Scouts of the USA have programs available to teach girls about the issue. There are awards and the organization has partnered with Microsoft to provide the instruction for girls and parents through a couple of websites  Girl Scouts Let Me Know site for Girls and Girl Scouts Let Me Know site for Parents and Adults (Oigaga, 2009). The Boy Scouts of America has a video aimed at their Venturing Crew aged youth (13 and finished 8^th grade to age 21) called Personal Safety Awareness that has a number of scenarios, one of which is internet safety and stalking (Personal Safety Awareness).  The Netsmartz website has loads of information about internet safety and materials to facilitate teaching are available for free. That’s a really helpful resource ("Online risks," 2010).

Nothing bugs me more than someone who is typing email with their caps lock on. It is like they are yelling full volume. Knowing basic netiquette helps to avoid such faux pas. I would think it would be a kindness to teach children early the basic rules for the internet…such things as not using all caps, remembering the golden rule…don’t flame (making nasty comments), and knowing that it’s easy to be misinterpreted when you are working on-line, there is no vocal inflection or facial expressions in cyberspace ("Safe surfing!- a," 2009).

Cyber-bullying is one of those issues that is making headlines these days. An in person bully is bad enough but when it goes cyber the extent of the bullying get more out of hand much faster. As the parent of a child who was bullied in middle school to the extent of being pushed off the sidewalk in front of  a moving car and having rocks thrown at his back leaving years of bruises, I know how devastating it can be to a child. When technology gets into the picture, the bullying takes on a life of its own. On the Netsmartz website there is a link to the RSTeens website at http://www.nsteens.org/ that has resources about cyber-bullying. One page has a number of video clips about real stories of cyber-bullying ("Making safer online," 2010). There are resources for teachers and other people who work with youth at no charge. At the Introduction to bullying advice webpage various aspects of bullying are mentioned including “Posting insulting messages on the internet or by IM (cyberbullying)” and “Sending you offensive phone texts” (Carnell). There is also a guide to privacy and Facebook that guides social networkers in keeping safe and protecting privacy while using social networks. (Carnell, 2009)

As a longtime volunteer for the Boy Scouts of America and Girl Scouts of the USA, I have done lots of research of privacy and internet safety for various badges and patches that have been offered for youth. There are lots of resources available and for younger kids, a brightly colored patch can be a nice carrot to dangle in front of them. The social networks weren’t in existence when Internet Safety programs began to pop up and until relatively recently I didn’t have much of an opinion one way or another. I’ve “been on” Facebook for 18 months and the one time I forgot to sign out someone hacked my yahoo account through my Facebook account. Nothing massive happened but my hijacked email sent out some advertisements from a Mexican pharmacy for Viagra. I guess massive is a relative term, I had to change my email address and apologize for what someone else did.  On one of the other social networking sites that I can’t remember, my daughter had a cyber-bullying attack. She dropped her account on that site immediately and had some hurt feelings, but was relatively unscathed. At 20 she was more adept at handling the situation; such a thing could be devastating for someone younger. As for fair use, that has been discussed to death on numerous Scouting forums. I think with some common sense and knowledge of the rules, should be sufficient to successfully deal with the issue. But things change and I guess these days it is essential to keep you with current events.

References: 

Bb copyright fair use. (2000). Retrieved from http://www.ccsj.edu/blackboard/BB%20Copyright_Fair_Use.pdf    ("Bb copyright fair," 2000)

Personal Safety Awareness. Boy Scouts of America: 2000, DVD.

Copyright and fair use guidelines for teachers. (n.d.). Retrieved from http://www.techlearning.com/techlearning/pdf/db_area/archives/TL/2002/10/copyright_chart.pdf

("Copyright and fair," )

Copyright basics. (2008, July). Retrieved from http://www.copyright.gov/circs/circ1.pdf

("Copyright basics," 2008)

Copyright bay. (2002). Retrieved from http://www.stfrancis.edu/content/cid/copyrightbay/index.htm   ("Copyright bay," 2002)

Copyright quiz. (n.d.). Retrieved from http://www.csus.edu/indiv/p/peachj/edte230/copyright/quiz.htm   ("Copyright quiz," )

Cyberbee copyright. (2002). Retrieved from http://www.cyberbee.com/cb_copyright.swf

("Cyberbee copyright," 2002)

Fryer, W. (2003). Copyright 101 for educators: winter 2003. Retrieved from http://www.wtvi.com/TEKS/02_03_articles/copyright.html    (Fryer, 2003)

Carnell, L. (n.d.). Introduction to bullying advice. Retrieved from http://www.bullying.co.uk/index.php/young-people/advice/introduction-to-bullying.html  (Carnell)

Carnell, L. (2009). Your guide to facebook privacy and safety. Retrieved from http://www.cyberbullying.co.uk/index.php/facebook/privacy/your-guide-to-facebook-privacy-and-safety.html (Carnell, 2009)

Making safer online choices- real life sotries. (2010). Retrieved from http://www.nsteens.org/TeachingMaterials?tab=RealLifeStories  ("Making safer online," 2010)

Newsome, C. (1997). A teacher's guide to fair use and copyright. Retrieved from http://home.earthlink.net/~cnew/research.htm    (Newsome, 1997)

Oigaga, M. (2009, February 12). Microsoft turns to girl scouts for internet safety. Retrieved from http://news.softpedia.com/news/Microsoft-Turns-to-Girl-Scouts-for-Internet-Safety-104356.shtml

Online risks. (2010). Retrieved from http://origin.www.netsmartz.org/safety/risks.htm

("Online risks," 2010)

Parkin, S. (2010, September 13). Court of appeals ruling threatens sale of used games?. Retrieved from http://www.gamasutra.com/view/news/30370/Court_Of_Appeals_Ruling_Threatens_Sale_Of_Used_Games.php (Parkin, 2010)

Safe surfing!- a kid's guide to etiquette on the net. (2009). Retrieved from http://www.kidsdomain.com/brain/computer/surfing/netiquette_kids.html  ("Safe surfing!- a," 2009)