Welcome to the new age of training. We did it all wrong in the 90s in regards to technology training as explained in my last post.
Friday, October 19, 2012
Friday, September 14, 2012
Tuesday, May 15, 2012
Thursday, April 12, 2012
Sunday, March 11, 2012
|Try scanning this QR code with the mobile device of your choice.|
When you scan a QR code with a barcode reader contained on a mobile device, you'll get a website, video, text message, map or other piece of digital information. MANY of our students have these devices right in their pockets.
The greatest thing about them is that kids can create the products and connected QR codes to practice concepts and skills related to content in a student-centered manner. SO, if you're saying to yourself, "We don't allow students to have their phones out during the day," don't worry! They need a computer with Internet access to create a QR code and the video, Google doc/pres, website, poster, etc. When they want to read something, watch a video, study for a test, etc. *that's* when they'll need their mobile devices.
Alice's ideas in the website above are spectacular examples. Here are some other things we've done with QR codes:
1) Book, Event or Concept Talks - Instead of book reports or having students stand up and all give the same speech, have them record a short clip (bonus that it's less likely they'll plagiarize since it's pretty difficult while scripting a clip with a time limit) explaining the book, concept, skill, story, event, etc. Print and hang them in the library, in your classroom or in the hallway and set up a gallery walk where students can share.
2) Scavenger hunts during a field trip - reinforce the content you want kids to know by asking them to find specific things during the trip. When they scan the code related to the object they'll get more of a context for what they're looking at; supplement devices by asking to borrow iPads, iPod Touches, etc.
3) Have students create interactive study guides - mash up GDocs or Sites and QR codes and text to hit multiple learning styles. Kids can create their own resources or compile them (of course, they'll check whether the information is reliable and valid)
Let me know if you want more information or help designing a project integrating QR codes and the subsequent materials into your content area.
Thursday, February 9, 2012
Creative Commons provides rights an intellectual property or creative works an author can grant to other users. Through Creative Commons, authors can grant rights for copying and reusing material. This non-profit was created with the same ideas behind open source software - our collective intelligence is better than each of us working for our own benefit. Both of these movements were started and continued by like-minded individuals who want to make the world a better place through collaboration. Contributing back to the same community from which you benefit is altruistic. At the Creative Commons website you can get a Creative Commons license for your own work and search for other products that people are willing to share.
There are a number of ways you can license your work. The table below describes each category and displays the icon related to each.
The Public Domain in the United States contains works that are considered property of the masses. They include things the government creates and/or distributes, are so old or unprotected they no longer carry a copyright or trademark or were created specifically for widespread use. Orphaned works, those where no one knows the originator are also considered public domain. Recently, I dug up an old collection of images that serve as a wonderful, local (for most of you) example called Yukon Public Domain. This was a set of images created by a team of high school students as a senior project in the early 1990s. This collection was created at Benson High School in Portland, Oregon.
What does this have to do with teaching and learning?
If your students don't have enough time to create their own graphics and pictures for publications and slide decks, consider teaching them to search for images, buttons, icons, etc on the Creative Commons website (author-licensed work) or through the Library of Congress and the National Archives (Public domain).
Wednesday, January 18, 2012
I thought about doing this post in a series of myths. However, there is so much confusion around this United States federal law I thought being straight up about it might be a better strategy.
The Children’s Online Privacy and Protection Act (COPPA) was enacted in 2000. It pertains purely to advertisers’ collection of information from children under the age of 13:
“This part implements the Children's Online Privacy Protection Act of 1998, (15 U.S.C. 6501, et seq.,) which prohibits unfair or deceptive acts or practices in connection with the collection, use, and/or disclosure of personal information from and about children on the Internet. The effective date of this part is April 21, 2000.” (http://goo.gl/ZzO4d)
This law does not say children cannot be advertised to. This law does not say sites collecting personal information from students in schools need to be blocked by content filters or educators. Quite simply, COPPA states that advertisers need to have parent permission to access children’s personal information. It also stipulates that school officials can act in place of the parent in giving this permission.
COPPA was written in 1998, leagues of time from today given large shifts in technology. The FTC released proposed revisions to the Children’s Online Privacy Protection (COPPA) Rule on September 15, 2011. The full text of the Notice of Proposed Rulemaking, along with the accompanying press announcement, can be found here. Additional information about the proposal can be found on the Business Center Blog.
I have found that the law is merely being updated. There are no gross changes in how it operates or the ideas behind why action was taken in the late 1990s.
In Oregon, we've always used the stipulation in COPPA stating that as teachers we can equalize access to resources by acting in place of the parent. Here's a section from the FTC website:
"COPPA allows teachers to act on behalf of a parent during school activities online, but does not require them to do so. That is, the law does not require teachers to make decisions about the collection of their students' personal information. Check to see whether your school district has a policy about disclosing student information."
I've always trusted that the law was behind me as an educator in this respect and have never once felt like I was personally at risk for acting in place of the parent. That may be naive, but if they want to sue me for something like this I think, "Bring it on!" If I'm proactive with policy, conversations, training and classroom management the chance of problems decreases significantly. I'm quite thankful for COPPA legislation. Since 2000, COPPA has given me a great starting point to talk to audiences about its purpose and the necessity of educating young people about media literacy. As people in the two IT camps (information and instructional) we have been standing behind this law and its cousin, CIPA and using them as an excuse for not giving kids access for far too long.