Thursday, December 29, 2011

My 12 in 12 Journey (Plus One!)

This morning I was looking through tweets and came across Chris Brogen's tweet about Fitarella's 12 in 12 New Year's challenge; 12 commitments, 12 months in 2012.  The idea is to pick one new thing to do everyday for one month no matter what.  The next month you may continue the previous month's practice, but you must also introduce something new for the new month.  I think this idea is fabulous, so I am going to join Fitarella in her 12 in 12 quest.  Here is what I have decided for my year:

January - bike for 20 minutes.

February - eat only homemade meals.  This means no canned soups or microwavable meals; something that will be tough for me since I tend to eat alot of canned soups and microwavable meals for lunch at school.

March - 50 crunches every morning.

April - Computer and cell phone off at 7p.m.

May - Tony Horton's 10 minute trainer  My fiance got this for me to encourage me to work out with him. I always complained about time, but no more excuses!

June - A picture a day.

July - Yoga.

August - Daily Affirmation.  I'm sure there's an app I can download on my iPhone for this. Any suggestions?

September - 10 push ups every morning.

October - Call family every day.  Each day will be designated to a certain person in my family.  I usually call my mom or dad once a week anyway, but I want to make sure to keep in touch with my brothers and grandparents also weekly.

November - A month of thanks.  I will post or tweet each day about something I am thankful for.

December - bike for 30 minutes.

I have decided to also make one more commitment in addition to these 12.  I haven't been commited to keeping up my blog since I graduated for the EMDT program, so my plus one is to blog about my 12 in 12 every month.  12 in 12 here I come!
If you would like to also join in on the 12 in 12, be sure to also follow #12in12 on Twitter.

What is your New Year's resolution?

Sunday, September 11, 2011

New Beginnings

It's been two months since I've graduated from Full Sail.  I've had time to reflect on all that I've learned and have planned for the new school year.  School has been in session for a month now, and I'm so excited for what's ahead.  I have a fabulous class of 32 students who are all eager to learn.  This year I am planning on participating in many global projects.  My personal goal this year is to provide opportunities for my students to connect, collaborate and learn about the world around them.  Here are some of the opportunites we will be participating in:

1. Global Read Aloud
This project starts on the 19th.  Students will be reading Tuck Everlasting at the same time as humdreds of classes from all over the world.  We will connect with other classes through our class blog and twitter acounts, Edmodo and on the GRA wiki.

2. Edublogs Teacher & Student Challenge
We have been learning about internet safety and will be talking about quality commenting this week.  The challenge officially starts tomorrow!

3. Read Across Arizona & Read Across America
Through video conferencing we will connect with another classroom to share what we have been learning and reading in our class.

4. Challenge 20/20
Challenge 20/20 is an Internet-based program that pairs classes at any grade level (K-12) from schools in the U.S. with their counterpart classes in schools in other countries; together the teams (of two or three schools) tackle real global problems to find solutions that can be implemented at the local level and in their own communities.

How are you connecting your students globally?  

Sunday, May 29, 2011

Wk4 Publishing Leadership Project

Click to Download Presentation

The goal of this action research project was to integrate Web 2.0 tools to motivate and engage students in developing innovative products based on text. The literature review indicated that in order to engage my students I need to recognize and consider the multiple literacies that students are engaged in outside of the classroom and incorporate them into my classroom instruction. Cycle one allowed students to share a book they read to another class through videoconferencing. Cycle two allowed students to master the objective of figurative language by teaching others through a video lesson. At the end of each cycle students were give a reading motivation survey.  Results indicated a greater percentage of students were reading more frequently for fun.

I plan to submit my Publishing Leadership presentation to the Georgia Educational Technological Conference.  I believe the results I have found through my action research project would be of interest to the population of people attending this conference.

Think Out Loud blog post one

Think Out Loud blog post two

Wk4 Wimba

I unfortunately could not make my scheduled Wimba time to receive feedback on my publishing leadership project.  I shared the link to my presentation with a few friends who were able to view it and give me some constructive feedback.  What I received back was all positive!  One friend commented "It looks like you have everything in place, good luck!" Another knew that I wanted to make it interactive and gave me some suggestions for adding the videos I made and hyperlinks.  I am grateful for the feedback, but don't feel that the presentation is finalized yet.  Being the perfectionist I am, I know that I will keep updating until moments before I present!

Wk 4 Comment to Lionel

Lionel said:
What a great read this week!  The Zander’s manage to remind us about positive things in such a delightful manner.  This week we cover passion, apologies, blame and a host of other heavier type aspects of discussion but shared with stories and a refreshing view.
To read more of Lionel had to say about this week's reading follow him HERE.

Tawnya Said:
"If it is meant to be, it is up to me." This is something I need to work at committing to 100%. It's hard take full responsibility instead of putting the blame on others.

Wk 4 Comment to Jana

Jana said:

After reading the last chapters of the Art of Possibility, I had three take away points.
Find out what Jana's take away points were by following her HERE.

Tawnya said:
Great take away points from the last chapters. The more I keep seeing and reading your second take away, the more I am inspired to purchase the book. I am thinking of buying multiple copies to share with others. Hopefully I can enroll others and generate a spark of possibility for them to share. Thanks for sharing!

Art of Possibility Ch. 9-12

Chapter 10: Being the Board  was the chapter that spoke to me this week.

After reading this chapter I choose to declare, “I am the framework for everything that happens in my life.”  I have always known this to be true, and have told myself for many years, “If it’s meant to be, it’s up to me.”  I don’t think I have ever completely followed through with this though.  I have been fortunate to accomplish many things in my life, but I don’t think I have accomplished them 100% for myself, because it was something I wanted.  A lot of what I have accomplished was to please others.  If there was something  that did not work out, then I would blame others or something else instead of looking at myself.
Starting and finishing the EMDT program is something I have done for myself.  It has been tough, but I have powered through and given my all to successfully achieving this degree.

Tuesday, May 24, 2011

Thinking Out Loud BP2

I've been working on a storyboard for my Publishing/Leadership Project.  I think it is coming along nicely. The thing I haven't decided yet is what media to use to create my presentation.  There are so many choices!   I'm asking my followers to please help me decide.  I have four choices:
1. Keynote
2. Power Point
3. Google Presentation
4. Prezi
I plan to show some videos during my presentation, so some of these modes may be better suited for the interactive presentation I hope to give. What do you think? Please comment.

Sunday, May 22, 2011

Week 3 Comment to Sandy

Sandy said...

Orchestrating Collaboration 
As a fitting close to the World Economic Forum Annual Meeting 2008, participants explore the power of collaborative innovation in a unique exercise with conductor Benjamin Zander.

The quote from Amanda Burr (83) is one that touched me…as one that shows how kids are influenced by leadership opportunities to grow.   Given chances to help each other will help foster leadership and a passion for learning unknowingly.  

She said “today was exceptional in that I learned leadership is not a responsibility—nobody has to lead.  It’s a gift, shining silver, that reminds people huddled nearby why each shimmering moment matters.  It’s in the eyes, the choice, this swelling song that warms up from the toes and tingles with endless possibilities. Things change when you care enough to grab whatever you love, and give it everything”.  ~Amanda Burr, student at Walnut Hill School

This weeks reading again was very poignant about making change.  We are all leaders, sometimes an uncomfortable position, but we influence each other in more ways than we realize.  We are leaders every single day in our classrooms, and the discussion about engaging our students (69) was one that is so evident, anytime I go into “lecture” mode.  Many of my students’ eyes glaze over and tune out.  Learning a new approach will perhaps be something I need to look at.  The new videos I’m learning about in this weeks discussion posts, will be one way I can engage my students a little differently.  Rule #6 – “not taking ourselves so seriously”, but enjoying the ride helps us understand more about how “life is a journey”.  Like any journey we usually encounter new people and new experiences along the way, some good, some not so much.  We can learn from the bad and move ourselves forward to a higher realm of consciousness by learning from “mistakes”.  But are they really a mistake if we learn something positive from it?  The question in chapter 8 about what we are doing in our daily life, asks one to reflect about where we are at the moment.  For many of us in this program, we barley have time to breath, let alone reflect about where we are.  However, that being said continually looking forward to how we can improve ourselves is the key.  When I’m done with this school year, I have a “to do” list a mile long to look back and reflect about all the learning I have taken in this past year.  It has been an amazing journey and one I look forward to continuing as I begin to implement and practice more good teaching.  I’m at that sunset stage in my career, where I have a few more years to continue the journey with my students and I want them to be the most prepared as possible.  There is so much I have yet to learn and it is so important to help instill that passion for learning onto our students.  I share what I am learning and doing everyday with my students.      Follow Sandy HERE

Tawnya said...

This book has given me the opportunity to reflect on myself as an educator and student. What a journey it has been this year! I agree with you about the importance of instilling the passion for learning in out students. I can tell you that as I have grown to know you over this year that your passion and excitement for learning new things is contagious. Your students are so lucky to have you and to be able to experience all the things you have learned throughout the program.

wk 3 Comment to Michael

By Michael Wood
Follow Michael here

Michael said...
As a reaction to my readings from 'The Art of Possibility" I made a SlideRocket show with some of the ideas I will use in my own teaching.  It may not look like much, but putting all my thoughts into a few concise ideas certainly took a lot of digestion of the material!  I hope you enjoy it.  By the way, SlideRocket was introduced to me by a student. It's definitely worth your time to check it out.

As a side note, I thought I would mention to my readers that purchasing the audio book was very fulfilling. The book is read by Rosamund and Benjamin Zander themselves.  It also has the classical works Benjamin is speaking within the context of the chapters, so you can really hear, musically, the principles he is speaking of. I think listening to these orchestral pieces is vital in your understanding of the text.  I got mine with a $7.49 monthly membership from  I downloaded to both my Droid and iPhone.  I highly recommend it!

Tawnya said...

What a great idea of putting your ideas into Slidrocket. I have not heard of it before, so I will check it out and add it to my Diigo library. Your ideas are right on target and I'm sure when you apply them you'll see tremendous growth in your students.

Wk. 3 Reading: Art of Possibilities Ch. 5-8

Chapter 8: Giving Way to Passion, really moved me this week.  In a time of much stress I found that reflecting and giving way to my passion helped to calm me and focus on why it is I do what I do.  This past year has been a balancing act, but the reason I kept with it and didn't give up or put the program on hold is because this is my passion.  I must help students understand how to use their higher level thinking skills and to create; to think deeply and become passionate learners.  Because of the EMDT program I find myself thinking more about how am I going to pull the most out of my students; how am I going to enable them to be empowered; how I can make sure that I create a classroom climate  where they’ll be willing to take risks. I think about the relationship between content, my teaching strategies and the technologies available.  The EMDT program has made my passion for teaching grow.  I have been so fortunate to have my fiance, family and close friends support me and my passion.

Thinking Out Loud

screenshot from GaETC site

The Georgia Educational Technology Conference provides educators the opportunity to learn about the latest in educational technology and offers a forum for discussion among professionals concerned with technology in education. GaETC offers almost 250 concurrent sessions, nationally known speakers and presenters, workshops focusing on the latest in technological innovations and software, and over 200 commercial exhibits featuring state-of-the-art technology.

My Action Research Project (ARP) goal was to integrate Web 2.0 tools to motivate and engage students in developing innovative products based on text. I think the Georgia Educational Technology Conference would be  a great platform for me to share my AR project and journey.  What do you think?

Sunday, May 15, 2011

Week 2 Reading Response to Terrance

Terrance said.....

Week 2 The Art of Possibility

I have been reading “The Art of Possibilty” by Rosamund Stone Zander and Benjamin Zander. It is an excellent book from what I have read so far. It is full of inspiring words of wisdom framed around actual situations they have experienced.

The construct and perception issue was very interesting to me. Many times life is all about the way we perceive a thing. I thought the analogy about the two shoe salesmen in Africa was awesome. I shared it with my class. I found myself wondering how much of my own unhappiness I contribute to by not having a healthy perspective.

I was reminded of the Matrix movies when I read the “Its All Invented” section. Creating the construct to suit our needs seems to be such a simple solution. It makes sense. In the movie Neo had to first get past his “in the box” thinking to achieve greatness.

I was drawn into the comments on the pathology that the book addressed dealing with the rationale for our decisions. It is true that many of our decisions are based on rationale and not on the true reasons for our motivation.

This book is extremely insightful. I have not thought in terms of the way we collectively see the world in the ways this book highlights. It is very true that through the various scientific eras we have been adding to our global paradigm (page 13).

In my opinion learning to recognize the world of possibility by identifying the measurement world was brilliant. It is very hard not to think in terms of measurement world limitations. Recognizing this makes you long for a world where that is not an issue- the world of possibility.
The process of “giving an A” was very profound. I have tried to teach my students to recognize the best in each other but this takes it to another level. I feel empowered to grow with even more people who come in my life now. The World of Possibility is a place I would like to spend a lot of time in.

Tawnya said...

So far this book is reaffirming the way my parents have raised me and the way I try to continue to live each day. I have grown up being told by my family and teachers saying that I can be whoever I want to be and do whatever I wish; it's up to me. My motto has been "If it's meant to be, it's up to me." I attempt to instill this in my students as well.

You can follow Terrance's blog here.

Week 2 Reading Response to Kelly

Kelly said....

the original idea... its out there i just have a hard i=time finding it. well according to chapert 1 of The Art of Possibility by the Zanders' tells me to not think like that any more.  the human brain is designed to solves problems so use it that way. you must first decide where there is a need. Then you must decide what the need is. finally you must come up whit a way to provide for that need. This would then give you the original idea to help the problem. It doesn't matter if you have original thought behind the process. So long ads you have a need that needs to be filled. Everything may have already been invented but the applications are endless and the way people invent to use the ideas is always original.

Tawnya said...

This book has gotten me thinking in a completely different way and I know that I will go to work tomorrow and see my students in a different perspective.

You can follow Kelly's blog here.

Week Two Reading

The Art of Possibility by Rosamund and Benjamin Zander (2000) is an excellent read that offers tools in the way of exercises that can offer openings for individuals to make growth in themselves and the lives they touch as well.  I have just begun reading the first four chapters of this book and am hooked.  The following is what I have highlighted from this week's read.
Ch. 1 It's All Invented

The term it’s all invented points to a more fundamental notion-that it is through the evolved structures of the brain that we perceive the world. And the mind constructs.
It’s all invented – it’s a story you tell-not just some of it, but all of it. Every story you tell is founded on a network of hidden assumptions.
Ch. 2 Stepping into a Universe of Possibility

You are more likely to be successful, overall, if you participate joyfully with projects and goals and do not think your life depends on achieving the mark because then you will be better able to connect to people all around you.
Resources are likely to come to you in greater abundance when you are generous and inclusive and engage people in your passion for life.
In the universe of possibility, you set the context and let life unfold.
Ch. 3 Giving an A
Grades say little about the work done. You are only comparing one student against another.  Giving an A is the practice of getting rid of whatever is in the way of each child developing skills, mastery, and self-expression.   The practice of giving the A allows the teacher to line up with her students in their efforts to produce the outcome, rather than lining up with the standards against these students.  Giving an A is a fundamental, paradigmatic shift toward the realization that it is all invented-the A is invented and so are all the judgments in between.
Ch. 4 Being a Contribution
Inventing oneself as a contribution, and others.
1.     1. Declare yourself to be a contribution.
2.     2. Throw yourself into life as someone who makes a difference, accepting that you may not understand how or why.
An introduction to one of the authors, Benjamin Zander:

Week Two Wimba: Copyright, Fair Use & Creative Commons

I was unable to make it to this week's Wimba session, so I watched the archive and took some notes.  It was a great session and I was disappointed I missed it.  Below is my take away from the session.

Copyright is…Only copyright owner can use the work or give permission to others to use their work. 

What can be copyrighted?
Books, Plays, Music, Films/Movies, Dance
Brand names are trademarked, inventions are patented, titles can be trademarked.

Copyright duration: How long does copyright last?
Author-lifetime+70 years, company-100 years

Bottom Line:
Copyright is not about how you got the media or how you use the media; it’s about whether you have permission from the copyright holder to use the media.

Fair Use
There are limits to copyrights.

Fair Use Nature: A small bit can be used for…
Parody, news, teaching, critical comment

Condition to consider whether something is Fair Use:
Nature, Amount (percentage), Non-profit

Education Test for Fair Use – If you cannot teach the unit without including the media, then it might qualify for Fair Use.
Teaching Fair Use 

Creative Commons=Copyright at Internet Speeds
License platform that recognizes that there needs to be an easy to understand way for content creators to communicate their sharing choices that falls between “All Right Restricted” and “Public Domain.”

There are 11 possible combinations  - Attibution, Free for Noncommercial use, no derivative works, Share Alike (film & video footage in the public domain)

Sunday, May 8, 2011

EDM613_WK1_ARP Lit. Review

Engaging 21st Century Learners in Literature
Tawnya Olen
Reading has become more media driven; text has shifted from traditional printed materials to a variety of media, including the Internet, film, and television.  It’s become important to create ways to motivate reluctant readers to obtain the traditional literacy skills important. The availability of digital technologies brings schools a different set of literacy practices and experiences that is often not recognized or utilized by educators.  Considine (2009) explained, in order for students to succeed in the 21st century, educators must begin to focus on the intricate, media environments that are part of life today.  A vital part of this process includes understanding what media and technology do to today’s young people along with what they do with it.

Motivation & Engagement           
According to Guthrie as cited by Pitcher (2007) motivation is described in terms of “beliefs, values, needs and goals that individuals have. Thus, the closer that literacy activities and tasks match these values, needs, and goals, the greater the likelihood that students will expend effort and sustain interest in them” (p. 378).  There have been few studies that have attempted to increase reading engagement of elementary students. As indicated by Wigfield (2008) the few presented studies of this age group have revealed that four variables influence students’ reading motivation: autonomy support and choice, use of interesting texts in classroom instruction, having conceptual goals for reading instruction, and supporting collaboration in reading.  The role of motivation in engaging struggling readers is vital in instructional preparation and interventions. Within one of the studies exploring motivation in readers, data analysis shows
Students find new literacies practices (particularly the multimediating, collaborative activities, using digital tools, and producing digital products or performances) more engaging than traditional ones (e.g., reading school texts and reading passages and responding to questions in the supplemental reading program, writing in journals). (O'Brien, 2007, p. 69)
Connecting motivation to one’s assessment of self-esteem, attitudes, and perceptions, resulted in the difficulties coming across in teaching text-based communications skills. Gunter (2008) compared this to motivating students to learn a second language when its significance is called into question. Awareness of the fact that digital is the favored first language of the media nation may be of some assistance leading the way to achievable solutions to conquering literacy deficiencies.

Multimedia Tools
Out-of-school reading involves a range of multimedia. “Thus, motivation to read is a complex construct that influences readers’ choices of reading material, their willingness to engage in reading, and thus their ultimate competence in reading, especially related to academic reading tasks” (Considine, 2009, p. 474). Educators could extend their range of reading material. “Film clips, websites, photographs, graphic novels, music, editorial cartoons, lyrics, and advertisements can be both informational and motivational” (Considine, 2009, p. 475). By expanding their reading material to include multimedia students “become critical consumers of texts” (Pitcher, 2007, p. 395).

Incorporating mass media, popular culture and digital media and technology into learning enhances motivation and engagement.  Ormiston (2010) stated that bringing multimedia into the classroom, educators were able to reinvigorate their curriculum and deliver instruction in the way students today learn best. Hobbs (2010) clarified another benefit of utilizing multimedia is that when used well; multimedia texts can support the achievement of literacy skills including comprehension, inference-making, analysis and prediction.  Hobbs (2010) further explained that by taking part in digital and media literacy activities children and young people are empowered by opportunities to express themselves using language, images, sound and interactivity. 

Thoman & Jolls (2004) agreed stating that these activities also build teamwork skills, acceptance for another’s perspective, organization and designation skills, and an appreciation for the variety of talents it takes to complete a large-scale project, as well as, increase the level of engagement in the classroom. Even though mediated tools have been proven to enhance motivation and skills in reading in the studies that have been done, there are still some set backs
Research into effects of multimedia relating to comprehension of and motivation toward reading have suffered due to a lack of rigor, affected by the classroom teacher’s ambivalence toward the relative effectiveness of technology and by the fact that the teacher is often too heavily invested in text-based forms of communications. (Gunter & Kenney, 2008, p. 87)

Web 2.0 Tools
Technology has been present in schools, but the focus of curriculum in the schools has still been based on traditional forms of text. By taking advantage of students’ out-of-school literacies (incorporating still and moving visual images, song lyrics, Internet sites, and other media into classroom learning to support and extend traditional academic language arts practices) it will make lessons more relevant for them.  According to Williams (2009) careful selection and incorporation of technology provided relevance to students and allowed educational goals to be supported with student preferences. The following shows three examples of successful integration of web 2.0 tools used to increase motivation in literacy. By incorporating Digital Booktalks into the literacy curriculum educators were able to engage students in obtaining the literacy skills they need. Digital Booktalks are video trailers used as an effort to successfully match potential readers. Gunter & Kenny (2008) found that Digital Booktalks were successful in motivating students to read and complete books. Digital Booktalks concentrated on students’ strengths in a digitally mediated, visual experience. Setting the idea that students should read the book as if they are going to make a movie out of it was a positive way to reinforce a personal concept of literacy by creating their own original content.  The fact that anyone with access to the Internet could view their work encouraged students to get the information right and to tempt readers through visuals, music, sound effects, and the story” (Tarasiuk, 2010, p. 549).

A short trailer (90- to 120-seconds) required students to focus on the main points of the book- a standard practice when teaching comprehension. Having to create their own video provided an appealing purpose for reading and was an activity in which student producers must know enough about the main characters, setting, and the context in order to determine which scenes to include in the trailer.  A study revealed “student attitudes toward the value of reading and writing were significantly more positive after participating in the activities, as were students’ understanding of the value of storytelling as a way of knowing” (Gunter & Kenney, 2008, p. 93). Ormitson (2010) explained that the blending of digital pictures, videos, and music engaged students and pushed them to read the message present through the media. This type of instruction helped cross the cultural divide while still aligning to the standards.

WebQuests can assist when tasks are cautiously selected, organized, and delivered. Various tasks provide occasions for collaboration, thoughtful connections, and critical reading. “Such tasks increased students’ engagement and motivation as well as built search, retrieval, multimedia, and hypertext reading skills” (Ikpeze, 2007, p. 647). Student choice should be made priority whenever possible. Choices will often reflect individual interests and desires, which motivate them to take ownership of their learning.  According to Ikpeze (2007) when students are engaged in activities that are centrally motivating, they are enthusiastically engaged in learning through exploring, discussing, questioning, and creating their own knowledge. Wikis allowed students to collaborate and support each other genuinely as they work to complete their website. Tarasiuk (2010) stated this knowledge made students more deliberate and thoughtful as they add information and edit each other’s work.  Students are motivated to put more effort into the work they complete on their wiki pages than they are on regular worksheets.  Since they add information as a group, students need to collaborate and consider each other’s ideas through discussion.  Luce-Kapler (2007) found that utilizing web 2.0 tools increased the level of engagement in learning.  In her study students were engaged in processes designed to encourage connections, and the skills necessary to understand and work within a group.  Tarasiuk (2010) found that students often return to their Wikipedia to see if anyone had edited their work. They were pleased of what they had done and the fact that they were suppliers to a bigger, common knowledge base.

Students in today’s world are learning many of their literacies through video sharing, social networking, and other web 2.0 technologies, and engage best when these capabilities are used in the classroom.  Therefore, educators must think carefully about the way in which they teach.  Educators must think more about engaging their students in the process of learning and less about teaching the content.  Research has shown that incorporating media and various forms of technology can increase student motivation and engagement in literacy. With the digital nation of students in classrooms today utilizing the technology that students already use will motivate students to read.

Considine, D., Horton, J., & Moorman, G. (2009). Teaching and reading the millennial generation through media literacy. Journal of Adolescent & Adult Literacy, 52(6), 471-481. Retrieved from Education Research Complete database.
Gunter, G., & Kenny, R. (2008). Digital book talk: Digital media for reluctant readers. Contemporary Issues in Technology & Teacher Education, 8(1), 84-99. Retrieved from Education Research Complete database.
Hobbs, R. (2010). Digital and media literacy: A plan of action. The Aspen Institute Communications and Society Program. Washington D.C.: The Aspen Institute
Ikpeze, C., & Boyd, F. (2007). Web-based inquiry learning: Facilitating thoughtful literacy with WebQuests. Reading Teacher, 60(7), 644-654. doi:10.1598/RT.60.7.5
Luce-Kapler, R. (2007). Radical change and wikis: Teaching new literacies. Journal of Adolescent & Adult Literacy, 51(3), 214-223.
O'Brien, D., Beach, R., & Scharber, C. (2007). "Struggling" middle schoolers: Engagement and literate competence in a reading writing intervention class. Reading Psychology, 28(1), 51-73. Retrieved from ERIC database.
Ormiston, M. (2010). Presentations. Retrieved from  March 7, 2011.
Pitcher, S., Albright, L., DeLaney, C., Walker, N., Seunarinesingh, K., Mogge, S., et al. (2007). Assessing adolescents' motivation to read. Journal of Adolescent & Adult Literacy, 50(5), 378-396. Retrieved from Literary Reference Center Plus database.
Tarasiuk, T. (2010). Combining traditional and contemporary texts: Moving my English class to the computer lab. Journal of Adolescent & Adult Literacy, 53(7), 543-552. Retrieved from Academic Search Premier database
Thoman, E., & Jolls, T. (2004). Media literacy—A national priority for a changing world. American Behavioral Scientist, 48(1), 18-29. Retrieved April 10, 2011, from
Wigfield, A., Guthrie, J., Perencevich, K., Taboada, A., Klauda, S., McRae, A., et al. (2008). Role of reading engagement in mediating effects of reading comprehension instruction on reading outcomes. Psychology in the Schools, 45(5), 432-445. Retrieved from ERIC database.
Williams, J., & Chinn, S. (2009). Using Web 2.0 to support the active learning experience. Journal of Information Systems Education, 20(2), 165-174. Retrieved from Education Research Complete database

EDM613_WK1_Comment to Hunter

I really liked this video. For one it's funny. Secondly it can be shown to my students to help clear up potential copyright issues. I believed that it presented information vary clearly. It helped me tremendously on the Creative Commons. I have went to Creative Commons before but this video helped to clear up some of the uses of Creative Commons for me. I viewed the other videos in the assignment but this one was the most helpful for me.

I also was unaware before this assignment that parody is allowed under copyright laws. This is crazy. I had no idea. I also learned that Fair-Use is not a right but is a defensible position in court.

Tawnya said...

This video stood out for me too. I think the humor and the characters used in the video will engage students in learning about copyright and how to use Creative Commons.

EDM613_WK1_Comment to Jerusha


Wk 1 Reading: Copyright Issues

by: Tyler Stefanich

Copyright was a concept I was aware of, however I did not clearly understand what it covered. How long an item can be under the copyright law surprised me. The creativity of an individual should be covered, yet how far do you go to protect someone’s work? Often I forget how much work has gone into the production of creative work, thus not realizing the importance of copyright. The loophole for getting information in a way is Fair Use, a concept I was unaware of. The fine line between what meets the standards for Fair Use is hard at times, however is a great way to use a bit of great information without stepping into copyright issues.


Tawnya said...
Jerusha, I was not completely aware of Fair Use either. I knew of the teaching portion, but was unaware of the news, parody, and critical comment. I think Creative Commons is a great bridge between copyright laws and fair use.