Rizkallah,+Christine

=Journal # 4 =  Teach Act – []x  Copyright and Fair Use – []  Copyright in the classroom – [] = =


 * Copyright and fair issues that I am familiar with: **

· You have the right to make copy of work. · Copyright- is the right to sell or distribute copies of the work. · You must always credit the source of your information and find out if the author of a work provides information or guidelines of the work that you must follow.


 * Copyright and fair use issues that are new to me: **

· The more you use the information, the less likely it will be considered fair use.

· If you use something on one occasion within one semester or part of a semester it is more likely to be seen as fair use. If you use something repeatedly, it's less likely to be considered fair use. · It must be a tangible, original expression. Which means that a verbal presentation that is not recorded cannot be copyrighted.


 * Surprises, concerns and past experiences: **

· TEACH Act only covers in class performances and displays, not digital delivery of supplemental reading materials. With situations like this it is important to rely on fair use. · The fair use of copyrighted material in multimedia projects lasts for two years only. After two years you must obtain permission before using the project again. · Must have fair use permission When you want to use work in its entirety and it is longer than 2,500 words. This is really important to know! ·Its important to recognize that the copies you make are strictly for your students. <span style="font-family: Arial,Helvetica,sans-serif;">· The check list at the end of the TEACH Act site is very helpful. · <span style="font-family: Arial,Helvetica,sans-serif;">For media you can only use 3 minutes or up to 10% and for text you can use up to 1000 words. And for music you can use 30 seconds of it or 10%

= Journal # 3 =

Web 2.0 tools that I use in my everyday life is this wiki site. This site has made my life easier by not having to print out papers because everything is posted on my page. It also saves time in class from having to get into groups to comment on papers, because my classmates can just comment right on my post. I also just used Ouizlet to make notecards for upcoming Special Education test, I didnt think I would like this because I rather write things out to learn it, but typing is just as efficient, and you can even print out the notecards! This also saves a lot of notecards, at times I can use a whole pack for just one test! I foresee myself giving this website to my students especially when learning new vocabulary. I have a Spanish presentation coming up, so I plan on incorporating Web 2.0 tools in my presentation rather then just showing a simple powerpoint. As a future educator I intend on using Web 2.0 tools by incorporating them into my lesson and making them interactive. For example, I can use a video conferencing website, to video conference people out of the state to talk to my students in Spanish. I can also use the video making websites like, SlideRocket. I can use Audacity to have my students record themselves by answering a prompt and talking into a microphone. The thought of technology use in 5-10 years kind of scares me because teaching is going to be transformed into something very different than that I went through as a student. Technology is going to be just a normal part of their learning process and teachers are just naturally going to use it. I think technology use will be different, teachers are going to get more creative and use it more frequently. Teachers now are starting to get the hang of it, and five years from now they are going to be comfortable with the use of it. I will be teaching in three or so years from now, and Im already learning how to use all these techniques of integrating technology. Therefore by the time I actually teach I am going to be really comfortable with the different technological tools. It is an exciting and scaring process that is going to occur!

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**Journal #2 - Your experience with technology vs. the ideal**
==== My experience at Towson is a mixture of different levels of technology integration. In the majority of my classes my teachers are at LoTi Level 1. However, most of the time there is not even a computer in the classroom. For my other teachers besides this class, they are at LoTi 4a, where they use a powerpoint every class to teach their lesson. Those are the teachers that are also at Level 2 of the LoTi, because as a supplement to their powerpoints they have a video from the internet. Even though these teachers are at Level 4, that does not mean their use of technology is the most effective in teaching the lesson; especially when they read their slides word for word, or they put too little information on them and talk too fast. ==== In my public education experience, mostly in high school, I noticed that teachers were striving to reach for higher levels of technology integration. This was beginning to get pushed by the school system; my school started getting new technological equipment, like headphones for every computer, computers in classrooms, Promethean boards, etc. As a Spanish teacher in a secondary ed environment, I will reach higher and more student centered LoTi Level like 4b and 5, by thinking of all the ways I can teach the lesson without a worksheet, a simple powerpoint, or a lecture. Therefore, I can use an online video of people speaking Spanish to learn new vocabulary. Then have their homework assignment be writing a short essay using the new words. I can also use video conferencing to have my class talk to a native speaker about our lesson. I can also use music as a way to tune their ears into the language, so as a warm up, they can listen to a song and fill in the blanks of the lyrics. My teaching philosophy is that all my students get a clear picture of what we are working on, and as it pertains to technology I expect that each student understands how to use the technology that I use in class at their home or on a school computer. With that being said, my students should be able to access the technological resources that I use in my lessons on their own time as a study resource. Each student learns best differently. According to Bruner, there should be a variety of ways material is presented. So if there is a native speaker on a conference call, there should be a recap with a visual of what the person talked about. I can write the main points on a word document then post it on the class website. According to Piaget, students learn best when there is less emphasis on directly teaching specific skills and more emphasis on learning in a meaningful context. This is a great philosophy of teaching and allows the teacher to have fun and let the students explore different things. The meaningful context are the fun activities like the conference call that the students really learn from. I believe students learn best when they teach themselves the material; the teacher should present the material, let them take time to enjoy it, help their peers understand, and then the process will soon be completed after the teacher reviews what they just taught themselves. But, this does not mean the teacher should sit back and relax while the students are doing this process, the teacher should be engaging and putting her insight.

__**Journal #1-**__
==== During my senior year of high school my school was equipping all the classrooms with Promethean Boards linked to a computer. However, only two out of my five teachers used it; my Statistics teacher and my English teacher. The idea of putting Promethean boards in every classroom is a very good idea because in both of those classes my teachers differentiated the lesson plan; more for my English teacher than Stat teacher. My English teacher put daily objectives on the board, she would use bright colors to grab our attention, and she put the homework up and other information that would be otherwise dully on the chalkboard. But, what stood out most to me was she would put our poems and papers up on the board and we as students can actively go up and mark the paper on the board. Then, she went further and broke us into groups to have each group work on a stanza to point out literary devices. This made my classmates and mine understandings of the poems clear and organized. Now, that I'm in college and trying to break apart poems in Spanish, with the teacher just talking about the lines and describing them without a model on the board, makes it so hard to follow and understand. The Promethean Boards got me and my classmates involved in the lesson since we can go up and write on it. There are games that you play with the board as well. My Stat teacher utilized this when we were studying for the multiple-choice section of the AP Exam. We each got a remote control kind of device that had A,B, C, and D buttons, and we would push what answer we thought is right, and a graph would be on the board reporting what everyone said. The Promethean board is an efficient way to get the students involved and actively participating, and an efficient way for teachers to get their lessons posted on the board without having to write everything on the chalkboard. It also makes using videos on the computer more accessible. Even if the teacher uses the Promethean board as a replacement for a chalkboard, there are so many simple things you can do with it to make a lesson plan invigorating and fun. ====