Destination 1: Chiang Mai (ETEC 511) - Foundations of Educational Technology
The picture above was taken at a temple in Chiang Mai (เชียงใหม่), where my trip began. The weather was overcast, but the shining beacon of a huge golden Buddhist chedhi uplifted my spirits, and reminded me of the beauty and wonder of this part of the world. Just as religious devotees construct beautiful symbols of their faith and devotion, I was beginning to construct my own knowledge of educational technology and what it means in the modern world.
This was my first MET course. ETEC 511 was useful as a 'primer' on Educational Technology, and introduced me to the idea of constructivism.
This was my first MET course. ETEC 511 was useful as a 'primer' on Educational Technology, and introduced me to the idea of constructivism.
PAPER TRAIL: SCHOLARLY ESSAY
I conducted some research on current copyright law in Canada, and while laws regarding the use of YouTube videos in class and broadcasting media in the classroom is changing, I decided to write a paper about how these laws can often cause problems in day-to-day teaching. I also attempted to propose possible solutions, or amendments to the current laws surrounding this issue.
My focus as as educator has always been to try, as effectively as i can, to turn theory into practice. While I understand the underlying reasons why content creators must be acknowledged for their work, I also find building reference lists and citing sources to be needlessly time-consuming and complicated for young learners. While librarians are often a great resource, sometimes students lose sight of actual learning when they engage in this effort. This paper attempts to address some of these issues. |
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This artifact, and the underlying ideas behind it, became an important part of how I view educational theory, as well as laws that have an influence on education and educational technology, and their impact on practice and everyday teaching.
READING MATERIAL: KEY REFERENCES for COPYRIGHT PAPER
Barlow, J. P. (1998). Life, Liberty and... The Pursuit of Copyright?. TheAtlantic.com. Retrieved November 17, 2014, from http://www.theatlantic.com
Bill of Rights (n.d.). Retrieved October 10, 2014 from http://www.digitalconsumer.org/bill.html
Copyright Information for Teachers (2013, September). Retrieved November 10, 2014 from http://www.cmec.ca/466/Programs-and-Initiatives/Copyright/Copyright-Information-for-Teachers/index.html
Copyright Matters! (2012). Retrieved October 20, 2014 from http://cmec.ca/Publications/Lists/Publications/Attachments/291/Copyright_Matters.pdf
Feng, F., & Petrina, S. (2014). Copyright Primer. Retrieved September 30, 2014 from http://blogs.ubc.ca/educ500/files/2012/07/etec531copyrightprimer.pdf
Lessig, L. (2004). Free Culture. New York, NY: The Penguin Press.
Masnick, M. (2011) John Perry Barlow Tells Copyright Maximalists That They've Got The Fundamentals Wrong. Techdirt.com. Retrieved November 17, 2014, from http://www.digitaltrends.com
Sundt, C. (2004). Fair Use of Images in the Classroom: How Far is Fair? Retrieved November 10, 2014, from http://pages.uoregon.edu/csundt/howfar.htm
Bill of Rights (n.d.). Retrieved October 10, 2014 from http://www.digitalconsumer.org/bill.html
Copyright Information for Teachers (2013, September). Retrieved November 10, 2014 from http://www.cmec.ca/466/Programs-and-Initiatives/Copyright/Copyright-Information-for-Teachers/index.html
Copyright Matters! (2012). Retrieved October 20, 2014 from http://cmec.ca/Publications/Lists/Publications/Attachments/291/Copyright_Matters.pdf
Feng, F., & Petrina, S. (2014). Copyright Primer. Retrieved September 30, 2014 from http://blogs.ubc.ca/educ500/files/2012/07/etec531copyrightprimer.pdf
Lessig, L. (2004). Free Culture. New York, NY: The Penguin Press.
Masnick, M. (2011) John Perry Barlow Tells Copyright Maximalists That They've Got The Fundamentals Wrong. Techdirt.com. Retrieved November 17, 2014, from http://www.digitaltrends.com
Sundt, C. (2004). Fair Use of Images in the Classroom: How Far is Fair? Retrieved November 10, 2014, from http://pages.uoregon.edu/csundt/howfar.htm