Week+13+S09

=AI Meeting Agenda= 1. How Can Teachers Use Technology? // Convince Your Future Colleagues… //

After completing this course, you will in the top 10% of teachers in terms of technology ability and use. Even if you haven’t found every tool in this course to be useful, there are many ways that technology can help you as a(an) //[insert subject/grade level here]// teacher. We want you to help us tell other teachers how they can use technology. Convince teachers that they can use technology in their future classrooms.

Web 2.0 refers to the more interactive part of the web – you can interact with and contribute to the Web 2.0. Instead of creating things, you can use things others have developed. The best part is you can reuse them and make them more personal to yourself. Some call this MASH-UP.

1. **Brainstorm some ideas with your group.** What are ways that technology can help a teacher either in your specific area, or in general? This can be done on your lecture worksheet. 2. **Create something using others’ materials.** This is where the mash-up begins. You can use others’ videos, words, pictures, documents, etc… Find existing examples/materials, upload your own examples, or create something new. We have digital cameras, digital camcorders, fun digital tools in the TTL, computers in the TTL, UITS labs upstairs. You also have your cell phones or own laptops. Use poetry, raps, etc… 3. **Post these to your content’s wiki page.** Go to http://indianaw200.wikispaces.com/mashup. You may find there is already some information on the page. Contribute to this – it’s supposed to be a mash-up. 4. **Return for sharing.** You have 30 minutes. We will return back to lecture and share this with the rest of the class. 5. **What would a mash-up look like?** What kind of a mash-up could we make? For extra credit, you can create a MASH-UP video or presentation on why teachers should use technology. Submit it to OnCourse >> Assignments >> Extra Credit.

Ja-Ok:
The lab was organized by 4 activities: 1.  Announcement - Due dates and rubrics for coming assignments - Grades - Guest speaker and lecture worksheet for next lecture 2.  Discussion about Digital Issues - [|Video on Copyright & Fair Use] - Online Discussion – students were asked to read and post at least 2 comments on the 5 cases which Sedar, Susie, and Tiffany created on [|Google Groups] 3.  Workout: Create collaborative fair use document – I created 3 additional Google group pages for my sections based on Sedar’s idea. (See Sedar’s description). Students were asked to create a fair use document based on the topic as a group. They had to link the Google group page on their e-portfolios both for their lab workout and explaining meeting standards. 4.  Individual work time – students had an individual work time to practice Copyright and Fair Use or to complete revised version of PDP or E-portfolio See Serdar's description. Some notes - For the discussion about digital issues, students responded to the two postings in the Discussion area of Google Groups before we had an in-class discussion. - I did show the video. - For the creation of their page, students worked in a Google document. This did not work as smoothly as planned as many students had a hard time accessing the document. In the future, I would make sure that the document distribution was done well in advance. - Students did not get a chance to update their status on NETS-T standard 4.
 * Tiffany:**

Serdar:
Tiffany, Susie and I worked together to develop the activity. We created a Google group page "[|W200 Digital Issues]", which includes 5 cases for online discussion and pages about the list of topics given below. We divided the number of topics to our section so that each class will have three pages to complete as a class. Purpose of creating the google group was: 1) to have them practice google group as a new tool, 2) create a resource that they can refer in the future as well as an evidence that they work toward "modeling digital citizenship and responsibility".

Overall layout of the lab is as follows:
 * **Discussion about digital issues:** Five cases are presented and students are asked to respond to the follow up questions as well as commenting on the case. In my lab I chose to do the discussion in class, not on google group site. It is hard to response to other on google group with so many student and I believed that listening to other's view was important. Student engagement in discussion was good. (30-40 min)
 * **[|Show copyright video]:** I skipped this part.
 * **Populate the pages in google group:** I put students into groups based on proximity. They joined the google group and shared the roles (editor, writer, or website miner) and worked as a group. I warned them at the beginning that google group pages does not allow for multiple editing and recommended that they worked on a Word document first and communicate with each other before editing the online page.
 * **Update their status on Standard 4 o NETS-T on e-portfolio:** Since they contributed to the project, they were able to report this as working towards this standard. I also asked them to link to google group page on their e-portfolio so that they can use it as a resource.

Here is the list of topics 5 sections worked together:


 * Copyright (Nilufer)
 * Public domain (Tiffany)
 * What is fair use (Susie)
 * Fair use - text (Susie)
 * Fair use - images (Serdar)
 * Fair use - audio (Nilufer)
 * Fair use - video (Tiffany)
 * Fair use - website (Susie)
 * Fair use - software (Susie)
 * Fair use cases (Serdar)
 * Citing sources (Nilufer)
 * Other kinds of copyright (Tiffany)
 * Teachers and student work (Susie)
 * Getting permission (Susie)
 * Teaching fair use to students (Serdar)
 * Teaching students about plagiarism (Nilufer)

Minjing:
See Serdar's description.

Jake:
Discussed fair use... showed video... students created a page about Fair Use on their E-Portfolio.

Craig:
(Susie substituted for this lab.) I began the class with an online discussion of digital issues through the [|Digital Issues Google Group]. We then discussed several of these cases as a whole class. I showed a clip of the [|video on copyright and fair use]. We discussed ways teachers could structure assignments to reduce plagiarism and follow fair use guidelines. The students then created a rubric using [|Rubistar] as a formative assessment tool, focusing on assessing the process of student learning.

Andrew:
See Ja-Ok's description since she substituted for this lab. I was at AERA.

=Week 12 Lab Notes=