Final policy brief, Edtec 448

Executive Summary
In this paper several issues have been explored and recommendations made. Copyright, Security, access and validity issues have been raised and addressed. Most seriously affected by these issues is Schools. We want our students to access information and use it to create new ideas. We want them safe. We want them to have access to information they need and hope they know how to chose their sources well and wisely. It is our job to implement training, activities and safeguards that will enable our student to access the information highway and exploit it for our future.

Copyright and Fair Use
Both Schools and Business must make themselves aware of copyrights, Fair Use and the Teach Act are for protection of intellectual domain. Copyright includes protection of; Print/Text, Films, Movies, Pictures, Images, Music and Sounds. The reason we have copyright laws is so that an individual can earn money from their work and get paid by others for using it. Copyright originally only lasted 14 years, but has been extended to the originators life plus 70 years and a day after that it becomes public domain. Works published by the U.S. Federal Government regardless of publication date are automatically public domain. Materials that are in the Public Domain are free to use in any capacity.
The Fair Use law keeps works available to others in order to generate new ideas through education. Teachers and schools have a right to this material. There are several ways to use Copyrighted works legally. "Fair use" protects both the owner of copyrighted material from financial damage and the rights of the public to limited use of copyrighted material. Fair Use allows limited use of copyrighted material without requiring permission from the rights holders. There are four factors to be considered in determining whether or not a particular use is fair:
• The purpose and character of the use, including whether such use is of commercial nature or is for nonprofit educational purposes;
• The nature of the copyrighted work;
• The amount and substantiality of the portion used in relation to the copyrighted work as a whole; and
• The effect of the use upon the potential market for or value of the copyrighted work.
Teachers and students should be knowledgeable about what is “Fair Use” and what is copyright infringement. Another law to protect the public right to new ideas is The “Technology, Education, and Copyright Harmonization Act”, (TEACH ACT). This expands the scope of educators' rights to perform and display works and to make the copies integral to such performances and displays for digital distance education, making the rights closer to those we have in face-to-face teaching. But there is still a considerable gap between what the statute authorizes for face-to-face teaching and for distance education. In general the same 4 factors apply for the TEACH ACT. Unfortunately there are more prerequisites to fullfil in using the TEACH act as a legally defensible position, and it is specific for use in remote classrooms especially distance education. Even with the “22 (!) prerequisites we may be optimistic that, together with fair use, this new statute will achieve Congress' goal of facilitating the use of digital technologies in distance education.” For a handy checklist go to: http://www.utsystem.edu/ogc/IntellectualProperty/Teachact.htm
for use for questions about copyright infringement.
With training and review, students and teachers can be well versed in these laws, creators will earn the money they deserve and new ideas will be born. A semi-annual review of laws and permissions over a short 1-2 hour duration will keep staff up to speed on these issues.

Accuracy and Validity
Because of the abundance of information and sources available today on the internet, you must choose the criteria used to judge the accuracy & validity of the information and sources you site in your instructional setting or research very well. There are several methods to discern valid and accurate sites. Redundancy and verifiability are two main techniques in use today. There is no replacement for diligence when citing and using web references. While many sources, such as wikipedia, are good for a general overview of a subject, they are not suitable as primary reference of research or work. Students and teachers must know the difference. Training and consistent review will be invaluable to help teachers, and students wisely select their sources for citation.

Security and Privacy
Security and Privacy is a difficult topic and one that has evolved over the years. As hackers have become more sophisticated, so too have our tools for prevention and detection become proficient. Developing acceptable use policies, and security procedures is the responsibility of technical advisors in collaboration with teachers, administrators and community members. Determining the consequences of misuses must be determined in advance.
Security and Privacy in Education are important for a well run school and district. There is no substitute for diligence on the part of staff and personnel for privacy and security issues. Attention to security protocols and assurance that students are following acceptable use policy will safeguard our children as they use the internet and technology for its many wonderful resources and services.

The Digital Divide
The digital divide does not only pertain to third world and developing countries. The US has a digital divide along racial, age and economic lines. This is diminishing the ability of the US to tap into a wealth of skill and ability.
The one-laptop per child is just one program that has been very successful in other countries and in the US. Many school districts in California spent precious Educational Technology Grant money on providing laptops for each student at a specific level.
Our Schools will be promoting computer technicians from within, training students to repair and upgrade machines thus providing their population with computers while training students for great jobs in the not so distant future. We are pro-active and have dedicated several staff members to this endeavor in a supervisory capacity.

Conclusion
There several areas affecting the use and availability of technology. In taking a pro-active stance we are anticipating problems and taking steps to train staff and students to be wise ‘consumers’ of technology. The potential is great. We will not loose opportunity by being diligent, planning and training our staff.

References list for Copyright:
Electronic Frontier Foundation (EFF). (2002). Fair Use Frequently Asked Questions (and Answers). Available online at Retrieved on July 10, 2008 from http://w2.eff.org/IP/eff_fair_use_faq.php
FindLaw Lawyer Directory. ( 2008) Chart: Fair Use or Public Domain? Retrieved on 10 July 2008 from http://smallbusiness.findlaw.com/copyright/copyright-using/public-domain-vs-fairuse.html
Heller, James S. (2002) Copyright, fair use and for-profit sector. Business Service Industry, BNET Business Network. Retrieved on 11 July 2008 from http://findarticles.com/p/articles/mi_m0FWE/is_5_6/ai_85880884
Hoffman, Ivan, (2006). ARTICLES ABOUT CORPORATE TRAINING AND ONLINE EDUCATION. Retrieved on July 11, 2008 from http://www.ivanhoffman.com/protected2.html
The University of Texas, Intellectual Property; Copyright Crash course. Retrieved on July 12, 2008 from http://www.utsystem.edu/ogc/IntellectualProperty/Teachact.htm

Reference list for Accuracy and Validity:
Some websites to help us sort good from bad.
http://www.sc.edu/beaufort/library/pages/bones/lesson5.shtml
http://www.lib.berkeley.edu/TeachingLib/Guides/Internet/Evaluate.html
http://www.factcheck.org/
SEO Articles (2007). Search Engine Optimization Articles.
http://www.site-booster.com/seo-sem-articles-2007/website-assessment-criteria-link-popularity.html
TruthOrFiction
http://www.truthorfiction.com/
FactCheck.
http://www.factcheck.org/
Snopes
http://www.snopes.com/
Educational information I use
From Wikipedia, the free encyclopedia
http://en.wikipedia.org/wiki/Encyclopedia
Encyclopedia Britannica
http://www.britannica.com/
HighBeam Encyclopedia
http://www.encyclopedia.com/
Answers.com Technology. Retrieved on July 15, 2008 from http://www.answers.com/open+source?cat=technology
Open Source.org. Home Page. Received on July 15, 2008 from http://www.opensource.org/about
http://72.14.205.104/custom?q=cache:3ax8K3dxP70J:www.purdue.edu/hr/doc/OnlineResourceValidity.doc+checking+accuracy+validity+of+sources&hl=en&ct=clnk&cd=7&gl=uk&client=pub-2070091971271392
http://www.media_awareness.ca/english/resources/special_initiatives/wa_resources/wa_teachers/backgrounders/harris_evaluating.cfm

Reference list for Security and Privacy:
Education Technology Planning: A Guide for School Districts. (2001). California State Board of Education Press.
Monterey County Office of Education, Monterey California. To view acceptable use policy and internet service agreements see: http://www.monterey.k12.ca.us/information_tech/it_downloads.htm
Richard Akers and Harold "Buz" Lamson Moderators. (2008). Surfers Discussion Group: Security and Privacy Issues.
Appendix A P-5060
Monterey County Office of Education
Student Use of Technology
Acceptable Use Agreement

Reference for Equality and Access:
The International Center for Disability Resources on the Internet (ICDRI) http://www.icdri.org/CynthiaW/the_digital_divide.htm
The Center for Democracy and Technology (CDT) Bridging the Digital Divide:Internet Access in Central and Eastern Europe http://www.cdt.org/international/ceeaccess/countrydetail.shtml
Internet Access & the Digital Divide: Information Inequality at Local & Global Levels http://faculty.washington.edu/krumme/internet/divide.html
DCCPS: Information & Resources: Digital Divide Resources http://cancercontrol.cancer.gov/cancer_resources-digdivide.html
Special Populations Web sites
Web site from Colorado Department of Education Library Services to Diverse and Special Populations
http://www.cde.state.co.us/cdelib/diversity/Resources-Programs.htm
Special Populations.... KidSmart Early Learning Program (November, 2005) ... Building a Bridge Across the Digital Divide (November, 2000) ...
http://uwnyc.org/technews/special_populations.html
Policies Web Site
National Distance Education Centre: The Digital Divide in the EU: National Policies and Access to ICTs in the Member States
http://www.euractiv.com/en/infosociety/bridging-digital-divide-eu-policies/article-132315
NATIONAL TELECOMMUNICATIONS AND INFORMATION ADMINISTRATION FALLING THROUGH THE NET II: NEW DATA ON THE DIGITAL DIVIDE (1997)
View Report: http://www.ntia.doc.gov/ntiahome/net2/falling.html
View Charts & Graph: http://www.ntia.doc.gov/ntiahome/net2/charts.html
Other PDF’s of Interest
DOES THE DIGITAL DIVIDE STILL EXIST? Bush Administration Shrugs, But Evidence Says "Yes" http://chnm.gmu.edu/digitalhistory/links/pdf/introduction/0.26a.pdf
Digital divide or digital development? The Internet in Mexico by James Curry and Martin Kenney First Monday, volume 11, number 3 (March 2006), URL: http://firstmonday.org/issues/issue11_3/curry/index.html

Independent Study Intro.

Timeline for Candle Stick Park (example of timeline)

Independent Study Program Survey for Administrators

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Learning Elements (no sound yet)

Money PowerPoint

Program Instruction Adted 506

Instruction in the High School Classroom
Delivery Format, Media and Timeline; Module 1 July 30, 2008
Penn State World Campus ADTED 506 Su 2008
Louise Berry


Task 1, 2, and 3. Subject: History, Language Arts, and Technology
Pre-requisites: Reading level 5.6 or higher. Writing level 4.7 and higher.
Setting: Classroom
Materials: Paper/Pencil
A pre-pared list of key words for student use in the search. (Brainstormed during class)
A printed example of what a page of notes looks like.
A printed example/diagram of what information is needed for correct MLA citations.
The URL address of Wiki-page set up for students to use, bookmarked in computers.
General instructions (printed) for how to edit the Wiki page.
Computer
Internet Connection
Programs to use: Ask.com
Google.com
Dogpile.com
PBWiki.com
MS Word or Works
(On the Wiki-page) A printed example of how to cite Internet references using MLA style and what a summary would entail. Dates, time, names, places, etc.
Time: 5 x 50 minute class periods. (One week of instruction)
Skills: Students will: Use the Internet for research.
Use search engines to find information about a topic.
Summarize information.
Use Works or Word to write a summary of information
Use a Wiki page to post and share information for others to read.
Use a Wiki page to read and share what others have researched.
Cite sources using MLA style citations.
Anticipated Challenges:
1 Students going off in diverging directions and not staying focused on assignment.
2 Student complaints about not knowing what to write (stick with Who, what, where, when and how format)
3 Technical issues: Students not having experience with work/works or net, or editing Wiki pages.
4 Students not have experience searching for information on the net. (encourage and persist)
Deliverable:
Daily delivery of student drafts to show progress. (see formative assessment for further deliverables). One page of notes of approximately 250 words. 2 citations in MLA style of where information was obtained.
Formative Assessment:
Each student must enter at least one citation in MLA format into teacher’s drop box on the server every day. Each student will update the Wiki everyday. Students will post their current draft page of notes into the teacher’s drop box daily.
Summative Evaluation:
Students will be tested at the end of the week using the information that is posted on the Wiki page. This is to include questions about dates, places etc.


Task 4: Subject: Art and History

Pre-requisites: Reading level 5.6 or higher. Writing level 4.7 and higher. Ability to draw with colored pencil and mark off even space.
Setting: Classroom
Materials: 5 ft lengths of butcher paper or long drawing paper
Colored pencils
Print outs from summaries of financial histories in Canada, US and Mexico (tasks 1-3).
Rulers
Time: 3 class periods @ 50 minutes.
Skills: Students will: Create a time line.
Draw or depict historical events.
Use color to differentiate activities and countries.
Place/read events on paper linearly.
Anticipated Challenges:
1 Students not certain how to draw events.
2 Students requiring assistance to distribute space on the time line.
3 Students need help to prioritize events.
Deliverables:
Individual timelines for the financial history of US, Canada and Mexico.
Formative Assessment:
While students are making this timeline, instructors to ensure inclusion should check key events.
Summative Evaluation:
Using key dates and events a fill in test will be created and administered.


Task 5. Subject: Visual and Performing Arts/English.

Pre-requisites: Reading level 5.6 or higher. Writing level 4.7 and higher. Ability to speak clearly in either Spanish or English.
Setting: Classroom
Materials: Paper/Pencil
Computers
Video Camera
Battery charger and rechargeable batteries
iMovie HD
List of key terms to use in the program
List of key dates and locations for student use
Printed example of MLA citations style
Time: 5@ 50 minute class periods. (One week of instruction)
Skills: Students will: Use the search engines for research.
Use search engines to find photos and simulations.
Create a storyboard
Video other students
Use Works or Word to write a summary of information
Use a Wiki page to post and share videos for others to see.
Use Google Earth to find maps.
Cite sources using MLA style citations.
Anticipated Challenges:
1 Students going off in diverging directions and not staying focused on assignment.
2 Student uncertainty in writing. (stick with: Who, what, where, when and how format)
3 Technical issues: Students may not have experience with work/works or net, or Wiki editing.
4 Students may not have experience searching for information on the net. (encourage and persist)
Deliverable:
Daily delivery of student progress. (see formative assessment for further deliverables). One storyboard for video. One video, two citations in MLA style.
Formative Assessment:
Each student must enter at least two citations in MLA format into teacher’s drop box on the serve. Each student will send the link to their video on the Wiki with the draft storyboard and notes to the teacher’s drop box every day.
Each student will update the Wiki everyday. Each student will evaluate one other teams videos.
Summative Evaluation:
Students will be tested at the end of the week using the information that is posted on the Wiki page. This will include questions about dates, places etc.

Task 6. Subject: Mathematics.

Pre-requisites: Comprehend the sequence of numbers. Ability to: Place in order numbers from .001 to 1000.
Setting: Classroom
Materials: Paper/Pencil
A scanned image of Wall Street Journal clipping.
A pre-designed diagram with fill-in spaces.
Time: 2@ 50 minute class periods. (Two days of instruction)
Skills: Students will: Read a clip from the financial page with comprehension.
Be able to diagram an information packet so a novice can use it.
Evaluate the importance of specific attributes of Wall Street Journal information.
State in words what is important about these diagrams.
Anticipated Challenges:
1 Students going off in diverging directions and not staying focused on assignment.
2 Student complaints about not knowing what to write (stick with Who, what, where, when and how format)
3 Technical issues: Students unsure as how to use number lines.
4 Students not sure how to diagrams an object. (encourage and persist)
Deliverable:
Daily input to teacher’s inbox. Day 1: Scanned image. Day 2: Diagram of the image used on previous day.
Formative Assessment:
Each student will enter the work completed into the teacher’s drop box on the server every day.
Each student will answer the given survey questions as assigned each day.
Summative Evaluation:
Students will be tested at the end of the week. A clip from the Wall Street Journal will be used to create a diagram. A definition and description of various parts of the diagram will be completed. For the particular entry each student will conduct a brief analysis.


Task 7. Subject: Mathematics.

Pre-requisites: Reading level 5.6 or higher. Writing level 4.7 and higher. Students should have the ability to speak clearly in either Spanish or English. Completion of task 5 and 6.
Setting: Classroom
Materials: Paper/Pencil
Computer with MS Excel
Lesson: A short presentation about stock market trends and effects of large movements of money.
Several printed charts showing large volume stock sales.
Several printed scenarios about large sales of stock on the NYSE.
Several printed scenarios about large purchases of stock on the NYSE.
Calculator
Time: 2@ 50 minute class periods.
Skills: Students will: Analyze charts and write summaries of their findings.
Use formulas to create a spreadsheet used to calculate the amount of money moving in the market.
Be clear in summarizing information. (Use skills learned from task 5 and 6 to explain)
Use Works or Word to write a summary of information
Anticipated Challenges:
1 Students learning English will need assistance with vocabulary and constructions.
2 Student complaints about not knowing what to write. Students will use who, what, where, when and how format (WWWWH).
3 Technical issues: Students not having experience with calculators or Work/Word programs.
Deliverable: Daily delivery of student summaries, two diagramed stock charts, a brief summary of 100 words or less, outlining main concepts and a calculation sheet showing numbers used and final answers.
Formative Assessment:
Each student will turn in sketches onto the server (teacher’s drop box).
Each student will check another student’s calculation sheet.
Each student will proofread another student’s summary before it is posted.
Every student will post a summary into the teacher’s drop box daily.
Summative Evaluation:
Students will be tested at the end of the unit in using a chart, calculator and diagram to describe the action in the stock market.

Task 8. Subject: Mathematics/Technology/Language Arts.

Pre-requisites: Completion of task 5, 6 and 7.
Setting: Classroom. Students work in groups of 2
Materials: Paper/Pencil
Computers with MS PowerPoint, music clips and scanned images of diagrams from Task 6
Evaluation checklist
Calculator
Time: 5@ 50 minute class periods.
Skills: Students will: Write a storyboard.
Create a Power point presentation of 2 to 4 minutes in length.
Explain charts and trends in the stock market.
Explain percent change, both increase and decrease.
Explain commissions and sales in the market.
Describe how money is made in the market.
Any formulas students used will be included.
4 sources must be cited including the Wall Street Journal.
Anticipated Challenges:
1 Students learning English will need assistance with vocabulary and constructions.
2 Student complaints about not knowing what to write (use WWWWH).
3 Technical issues: Students not having experience with Power point and manipulating music or images on the computer.
Deliverable:
A 2-4 minute PowerPoint presentation with music and links. A summary of 100 words, or less including main concepts. An excel spreadsheet showing formulas, calculations, and numbers used for final answers.
Formative Assessment:
Each student team will turn in their power Point presentation onto the server (teacher’s drop box). Each student team will view another team’s work and evaluate it using the checklist adding comments as needed.
Every student team will post their evaluation checklist into the teacher’s drop box.
Summative Evaluation:
Students will be graded based on the quality of their presentation and content as determined by the evaluation checklist turned in by their peers and that of the instructor.

Material Requirements and Sources

Search engines:
Dogpile 2008 InfoSpace, Inc. Retrieved from:
http://www.dogpile.com

Askforkids. (2008). IAC Search & Media, Retrieved from:
http://www.askforkids.com/

Google (2008) Google, Retrieved from: http://www.google.com/

Wiki site. (2007). PBwiki, Inc.
http://pbwiki.com/education.wiki

Computer programs:
Firefox
PB Wiki
Microsoft Office Suite 2006 including PowerPoint, Excel and Word
Google Earth
On the Mac:
iMovie
ITunes
Garage Band
Works
Technical requirements:
Internet connection
Intranet (Server) connection
Computer (min. 1 for every 2 students)
Scanner
Printer
Overhead projector
Video camera (Flip camera)
Battery charger and 4 AA chargeable batteries.