Lesson Plan... Copyright Infringement?

The presenter which received the cease and desist letter is not in copyright infringement for the following reasons: 

1.  Once a work is created, it is immediately copyrighted to the creator of the work.  Because the woman who received the cease and desist letter used the graphic images in a presentation prior to the new text, she obviously owned the image beforehand.  This case is unfortunate since it seems as if someone who attended her conference stole her work and then blamed the original owner of the work.  

2.  Although the presenter had the images prior to the new text and therefore should not be considered in violation of copyright, one could argue she is abiding by fair use policy regarding the amount of work taken and used as compared to the entire work.  Since the presenter is only utilizing the images and not any text or other features of the book, she is abiding by fair use.  

3.  If blamed for copyright infringement (even though the presenter had the images before the new text was even published), one could argue that because the images were used for purposes of education without profit then she is entitled to fair use.  

4.  Although the presenter is not in violation of copyright, the individual who obtained the images for purposes of making a profit is in violation of fair use.  Because the graphics were not used for nonprofit educational use and instead intended for profit, fair use guidelines have been broken.  

5.  As noted in example 2, the concept of "how much" applies to this situation.  I argued the presenter could be in abidance with fair use since it was so little of the work which was used.  One could argue the individual who created the text book used fair use to obtain and use the images; however, this is false since that individual's purpose was to make a profit in the end.  

Gap Steal... Copyright Infringement?

The following post discusses copyright issues which arise from this link: http://jezebel.com/5748062/did-the-gap-steal-this-image-from-flickr

     Reflecting upon this particular case, it is apparent that Gap is indeed in violation of copyright due to using someone else's work/ art in order to gain profit.  Firstly, one can tell the image on the baby clothes is in fact the same image as the photograph posted on Flickr.  Not only did Gap not gain permission to use this photograph, they also began to profit off of someone else's image.  It should be noted that as soon as someone creates something, in this case photographs an image, the work (photograph) is automatically copyrighted to the owner.
     Another factor which should be noted is that when someone posts an image on Flickr, they have the option to post either for public use or with rights reserved.  When digging a little deeper on this topic, the photograph was posted with some rights reserved which means that in order to use the photo, credit must be given to the photographer.  Obviously, Gap did not abide by this stipulation.  What surprises me is that Gap would risk getting into trouble over a something such as this.  I'm sure the photographer would have loved to have his work marketed in this way (with credit due him as well as some monetary gain) instead of facing legal repercussions over someone stealing his work.

Controversial Billboard: Copyright Infringement?

The following post is a reflection on the issue of copyright in this story: http://goo.gl/xAaNNy

     Unfortunately, I do not believe there to be any aspects of copyright infringement in this case.  Offensive? Yes.  Out of line?  Definitely.  Copyright?  Unfortunately, no.  The reasons behind my findings lie in the rights the company has since they own the image of the little girl subject in the case.  Because the mother took her children to a "modeling agent" and signed the images away to the company, the images can be used in whatever way the company chooses since it is a stock image.  Thankfully, the billboard was removed due to the content displayed depicting African American mothers as dangerous to their [potential] children due to abortion.  Hopefully the images of the little girl will not be used for skewed purposes again, but this is an uncertain issue because the photos are in fact owned by the company in question.

     In order to apply this to the classroom setting, I do believe teachers and parents need be careful in allowing others to gain rights to use images (especially of minors) because the intended purpose can be twisted.  I believe it is important to note the regulations placed on teachers to avoid such cases such as this being that permission needs to be given to take photos of children by their guardians AND images can only be used for educational purposes (not for personal use).  Overall, the above case is more of a moral issue rather than copyright infringement.

A Family Christmas Card: Copyright Infringement?

     When reflecting upon this case (http://news.bbc.co.uk/2/hi/8094420.stm), I immediately began questioning the means in which the restaurant owner came to use this photograph.  The article states the owner received the image from the internet and believed it to be a computer generated image which would be fair to utilize in the business setting; however, based on the family's point of view, their photograph was never intended to be used for public advertisement.  There may have been a mistake made by the family when posting this particular image on a internet blog which would allow it for public use; however, the article did not clarify this point exactly.

     Because of the context of this story, I do believe the restaurant owner was indeed in copyright infringement.  After all, he used the image to advertise his own delivery business.  However, he did take measures to take the photo down from his business in order to abide by the family's wishes.  If he chose not to, I believe the family should have taken additional measures, but this is simply not the case.  I do believe the business owner had the right intentions and simply did not do his research behind this particular photograph.

     In order to apply this particular case to the classroom setting, I believe it is the educator's responsibility to research images (or materials in general) which could be used for advertising purposes (whether it be a school program, fundraiser, etc.).  Because the aforementioned photograph is a personal family photo including minors, I would believe it would be best to seek permission to use the photo for education purposes before utilizing it for any reason.

GAIN: Google Sites

Link to Google Sites Page:  
https://sites.google.com/site/mskykersclass/

Experience:
Through setting up a Google Site webpage, I was surprised with the simplicity of the program.  As a graduate student, I realize the usefulness of this particular Google App when creating classroom pages for student and parent access.  This allows for the teacher to post vital information which can be accessed at any time by the parents/ students which will be more effective (if a computer and internet is available) than paper which can be lost so easily in transport from the school to the home.

 In order to be in accordance with FERPA, this particular website can be set to semi-private where student comments on the posts will not be seen to individuals outside of the class (the entire internet).  For purposes of this assignment, my website is public; however, I would definitely adjust the settings as a classroom page so that only individuals with the link can access the site.  

While setting up my own site, I chose to create a general website for classroom use.  This included a home page which reflects my personal information as well as how the site is to be used.  The additional pages are set up so that I can post information and assignments as time goes on with the newest posts located at the top of the page (similar to a blog post).  This also allows students and parents to post on each new addition to the site for communication.  I am hoping that this feature will allow students and parents to collaborate with each other in a positive manner on the website.

In order to include outside links, I chose to post the link to a Google Form and Google Keynote presentation I created for the purposes of this particular class.  I did try to attach the form through the "Insert, Google" option (which should post the quiz directly to the page) however this function did not work for me.  I am unsure as to why my computer would not allow me to do so.  I also attempted to attach a calendar through the "Insert, Google" option and was unable to attach any sort of calendar since a blank box appeared.  Despite the difficulties faced, I was able to list key information for my hypothetical class.  

Tablets: Disciplines in Education

Language Arts

Read Me Stories App:
Upon reviewing this particular app, I believe it would be most beneficial to utilize within the early elementary grades (K-2).  Some of the features which are positive include the highlighting feature which highlights the text as read which reinforces concepts of print (directional reading, text to sound correspondence, etc.).  Through the interactive elements of the story books, students can explore more within the book by simply tapping graphic elements.  Because of the inquisitive nature of younger students, I believe the interactive elements will engage students within reading as well as foster a love of literature.  However, this app requires the purchase of children's books through the app.  Although these books are inexpensive, if purchasing several books for classroom purposes, the fees will add up quickly.  If utilizing this app in a school which has a 1:1 technology grant, teachers may gain support from the school in order to assist with costs associated with purchasing children's books on the tablets.  I have never personally used this particular app before since many interactive children's books are being offered through the app store for free.  If funds are limited, the teacher may consider searching for the free books instead in order to provide students with the experience of the interactive book while budgeting.

Science

Hubble Top 100:
This particular app is one of my favorites due to the exquisite images provided by the Hubble Telescope that we would otherwise never see.  Focusing on the upper range of elementary grades (4-6) students can explore the universe and the topics discussed within the classroom through utilizing this app.  Because of the breathtaking images, students will be engulfed with the wonders of the universe.  Beneficial to student growth in knowledge, more information is provided about the image when the user simply taps the photo; however, due to the diction, this would not be use friendly for students on the lower end of reading comprehension (this is why I believe this app should not be used for class-wide use below grade 4).

Mathematics

Jumbo Calculator:
This particular app would be beneficial in grades 1+ because it is simply a calculator for the iPad.  Although it is a large version of a calculator, the iPad already has a calculator app installed which would work just as fine if not better (due to the lack of distracting ads which appear on the Jumbo Calculator App) than the Jumbo Calculator.  This app does include a voice feature which is beneficial for students with disabilities such as visually impaired or blind.  If an educator has a child in the class with such an impairment, this calculator may be beneficial in order to assist with math assignments.

History

This Day in History:
This free app allows students to learn about historical events which have taken place on that particular day in years past.  I believe this would attract interest in the upper elementary grades (4-6) due to the maturity and inquisitiveness which the students possess at that age.  This is especially true when discussing the topics of war and historical documents which are included within the app.  I believe this app would be a great way to begin history class each day in order to pique student interest.  Through providing pictures, audio, and text, this app allows students to gain experience with artifacts they otherwise would not have contact with.  This goes beyond textbook information, of course, due to the range of topics discussed every day.

Lincoln Telegrams: 
This particular app provides digital telegrams written by President Abraham Lincoln written during the Civil War.  Though the digital copies of these historical artifacts, students are able to encounter artifacts in a unique way.  The app includes photocopies of the original telegraphs as well as transcriptions for easier reading.  Because this app was developed by educators, students encounter cognitive areas of questioning through "summarizing historical content, contextualizing the content, inferring from that content, monitoring these processes, and corroborating emerging historical findings." The most exciting feature of this app is the ability to collaborate with others about the Lincoln telegram project.  Students can access wiki and blog accounts in order to discuss the telegrams.  Due to the nature of the content of this app, I believe it would be most effective within the 5th and 6th grade classroom for discussion of the Civil War and advanced technologies of the day as well as  supplement to history fair projects.
   

GAIN: Google Drawing

Google Drawing 

Initial Reaction
Through tinkering with Google Drawing for the first time, I created my own graphic organizer which could be used for personal use, educational use, or professional use (each of which help in areas of expressing an idea visually).  At first, I thought this app to be simplistic; however, the more I explored, the more visually interesting and complex the images became.  Through accessing the design features, my drawing went from ordinary to extraordinary.  Immediately, I began thinking about how an educator can utilize this tool within the educational setting.  Of course students can create drawings to supplement presentations, but so much more can be achieved through this app.  Student projects can be supplemented through accessing the design features to create a unique heading for the title.  Timelines and graphic organizers can assist in teaching historical concepts as well as thought processes (meeting visual learners).  One of the best features of this app is the ability to access it through existing Google apps, such as Sheets and Docs.  This is helpful for app users in order to add visual elements to rather bland documents.  Overall, this tool appeals to me since I tend to learn better with visual aids.

Elementary School:  Exploring Shapes
Upon reviewing a lesson plan geared for teaching shapes to elementary school students through Google Drawing, I appreciate the usefulness of utilizing this specific app for teaching shape attributes; however, Google Drawing may not be the most useful tool in teaching shapes.  Personally, I believe using hands-on manipulatives within the younger grades would be more effective in this particular lesson since they reach both visual AND tactile learners.  Although the lesson plan shows how Google Drawing can teach symmetry and attributes of shapes through utilizing the tools such as drawing and labeling the shapes, I believe this just isn't the most effective use for teaching shapes or using Google Drawing.  Rather, I would use Google Drawing as a supplement to the hands-on manipulatives in order to create a graphic image to organize shapes for an end of lesson assessment.

Google Drawing and CCSS
Although the Graham textbook for Google Apps and Common Core faintly mentions the connections between Google Drawing and CCSS (only five sentences), I can connect how Google Drawing can meet the objectives students must learn.  This specific app can support math and literature standards in particular through connecting ideas, integrating technology, and utilizing collaboration through Google Drawing.  In order to explore how this app can be used with the classroom which abides by Common Core, I reviewed particular 3rd grade standards through my own research.  The following standard will be referred to for explaining the process of utilizing Google Apps within a 3rd grade literature lesson:

CCSS.ELA-LITERACY.RL.3.3
Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.

In order to meet the aforementioned standard, students can generate a character analysis through utilizing the graphic features provided by Google Apps.  Students can add images (created by themselves) in order to describe character traits and how particular character actions influence the story.  For example, if a 3rd grade classroom is reading Number the Stars, students can create a graphic poster on Google Drawing describing the character traits of Annemarie and how her character progresses throughout the novel in reaction to the historical situation (WWII).  The poster project allows students to express themselves creatively since this particular app allows for students to think outside of the box while meeting the standard for describing character traits.