Best practices for fair use
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The document discusses using media in the classroom and fair use of copyrighted materials for educational purposes. It defines key concepts like copyright, media literacy, and fair use. Fair use allows copyrighted material to be used without permission for teaching under certain conditions, such as in K-12 education. Five principles of fair use for media literacy education are outlined, including employing copyrighted material in lessons, curriculum materials, sharing curriculum examples, student use in academic work, and developing audiences for student work.
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The document outlines performance indicators for technology use for students from pre-K through 12th grade. It includes 10 performance indicators for each grade band (pre-K-2, 3-5, 6-8, 9-12) related to developing technology operations skills, social and ethical behaviors regarding technology use, use of technology for problem solving, communication and productivity. The indicators focus on students gaining proficiency with technology tools to enhance learning across the curriculum.
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The document discusses fair use and the TEACH Act, which aim to balance copyright protections with the educational needs of distance learners and educators. It provides examples of how fair use allows educators and students to incorporate copyrighted works for purposes of commentary, criticism, and illustration. Specifically, it outlines three principles for educators: 1) employing copyrighted material in media literacy lessons, 2) incorporating material into curriculum development, and 3) enabling students to incorporate excerpts for their own academic work, with the goal of fostering media literacy skills. The limitations note that only portions germane to educational goals can be used, proper attribution is important, and student work should transform rather than substitute for the original.
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2. It states that education should be student-centered, collaborative, and provide real-world context.
3. Technology allows for 24/7 access to information, constant social interaction, and easily creating and sharing digital content, supporting 21st century skills.
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This document outlines the common skills needed for 21st century digital learners and teachers. It identifies 8 key skills for digital teachers: being adaptable to changing technologies, having a vision for how technologies can enhance learning, collaborating with others, taking risks with new approaches, continuously learning, clear communication, modeling desired digital behaviors for students, and providing leadership. The document also lists 10 essential skills for digital learners, including critical thinking, problem solving, communication, collaboration, managing information, using technology effectively, and developing career and life skills.
The 21st century digital learner.pptx(anna)
The document discusses the key skills needed for 21st century learners, including creativity, critical thinking, problem solving, communication, collaboration, information management, career/life skills, cultural awareness, information literacy, media literacy, technology literacy, and integrating these skills with academic content. Specifically, it emphasizes developing skills in areas like creative and innovative thinking; reasoning effectively; communicating clearly using multiple media; working respectfully with diverse teams; accessing, organizing and sharing information ethically; and connecting learning to real-world problems. The goal is to help students learn content deeply and monitor their own thinking, while using technology to enhance their learning.
DIGITAL LEARNER & 21ST CENTURY
Digital learners in the 21st century require new skills such as creativity, communication, collaboration, information management, career/life skills, cultural awareness, and information/media/technology literacy. Teachers must adapt by being visionaries who see potential in new tools, collaborators who leverage tools to engage students, risk-takers willing to try new approaches, lifelong learners, good communicators, models of desired behaviors, and leaders with clear goals. Instruction should incorporate varied activities, appropriate technology, project/problem-based learning, cross-curricular connections, student-led investigations, and collaborative environments both in and beyond the classroom.
Mendoza kim-marielle-ppt
This document summarizes key lessons and skills learned from an Educational Technology 2 course. The student learned that technology is an important part of daily life and can help both teachers and students in the learning process. Specifically, the course helped the student improve skills like making engaging PowerPoint presentations that will be useful as a future educator to make lessons more effective and eye-catching for students. The student also learned how technology can help teachers teach in more innovative ways and keep students engaged in the 21st century.
The 21 st century digital learner
The document discusses the skills and qualities needed for 21st century educators. It states that educators must be adaptable in order to modify technologies for different age groups and learning situations. They also need vision to see the potential in emerging tools and technologies and apply them creatively for education. Furthermore, educators should collaborate using online tools to enhance learning. They must take risks by trying new approaches and learning from students. Most importantly, educators must model lifelong learning for their students.
Media literacy
The document discusses media literacy and its importance in the 21st century. It defines media literacy as the ability to access, analyze, evaluate, and produce communication in various forms. It also discusses the key components of media literacy like critical thinking, analytical skills, and the ability to judge credibility of information from different media sources. The document emphasizes that media literacy education requires active inquiry and critical thinking about the messages we receive and create through different media. It also provides guidelines around fair use of copyrighted content for educational multimedia projects created by teachers.
VHS / S-VHS / VHS-C / MINI-DV Transfer to DVD
This comment supports exemptions to allow circumvention of access controls on DVDs for purposes of media literacy education. It provides background on media literacy education and its importance in teaching students to critically analyze media messages. Due to legal restrictions, media literacy teachers are currently unable to access contemporary film and television content needed for instruction, limiting the effectiveness of media literacy education. Exemptions would enable use of short clips for criticism, commentary and media literacy assignments, in line with fair use.
Ypil
This document discusses the skills needed for 21st century learners and teachers in a digital age. It outlines key skills for digital learners like creativity, communication, collaboration, and information literacy. It also emphasizes the need for teachers to integrate these 21st century skills into core content areas. The document describes the characteristics of an effective 21st century educator, including being a visionary, collaborator, risk-taker, learner, communicator, model, and leader who can adapt curriculum and leverage technology to enhance learning.
The 21st century digital learner
The 21st century has been defined as the Digital Age due to the unprecedented growth of technology and information. Common skills for 21st century learners include creativity, critical thinking, communication, collaboration, information management, technology use, career/life skills, cultural awareness, information literacy, media literacy, and ICT literacy. These skills involve problem solving, reasoning, using and sharing knowledge through various media and technologies, working respectfully with others, and adapting to change.
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Best practices for fair use
- 1. Using Media in the Classroom Fair Use !
- 2. What does Copyrighted really mean? Copyright means that the creator of the original work owns the privilege of deciding how their work is used, adapted and distributed. Copyrighting material means that someone cannot alter any other persons creation.
- 3. What is Media Literacy? Media literacy is the capacity to access, analyze, evaluate, and communicate messages in a wide variety of forms. Media literacy includes both receptive and productive dimensions, encompassing critical analysis and communication skills, particularly in relationship to mass media, popular culture, and digital media.
- 4. The Fair Use Policy! Fair Use as stated in copyright laws states that copyrighted material can be used without permission in certain instances.
- 5. The Five Principles of acceptable practices Use in K-12 education Use in higher education Use in nonprofit children programs Use in nonprofit youth programs Use in adult education.
- 6. Principle #1 Employing Copyrighted Material in Media Literacy Lessons Educators use television news, advertising, movies, still images, newspaper and magazine articles, Websites, video games, and other copyrighted material to build critical-thinking and communication skills.
- 7. Principle #2 Employing Copyrighted Material in Preparing Curriculum Materials Teachers use copyrighted materials in the creation of lesson plans, materials, tool kits, and curricula in order to apply the principles of media literacy education and use digital technologies effectively in an educational context.
- 8. Principle #3 Sharing Media Literacy Curriculum Materials Educators using concepts and techniques of media literacy should be able to share effective examples of teaching about media and meaning with one another, including lessons and resource materials.
- 9. Principle #4 Student Use of Copyrighted Materials in their Own Academic and Creative Work Students strengthen media literacy skills by creating messages and using such symbolic forms of language, images, sound, music, and digital media to express and share meaning.
- 10. Principle #5 Developing Audiences for Student Work Educators should take the opportunity to model the real-world permissions process, with explicit emphasis not only on how that process works, but also on how it affects media making. http://online.education.ufl.edu/file.php/4197/05DigitalCitizen/CodeofBestPracticesinFairUse.pdf
- 11. References Code of Best Practices in Fair Use for Media Literacy Education Click here for full article