background preloader

NSTeens.org - Making Safer Choices Online

NSTeens.org - Making Safer Choices Online
Related:  Information Sources and Services Resources

A Copyright-Friendly Toolkit However fabulous Creative Commons and Public Domain content may be, sometimes you really need to use copyrighted material. Say you plan to comment on popular media or current events. For instance, you may be planning to critique the portrayal of Native Americans in commercial films. You are going to want to “quote” some commercial films like Pocahontas, Lone Ranger, and Dances with Wolves. If you are reviewing a book, you may want to share its cover art. You may use copyrighted content without asking permission if you believe that your use falls under the doctrine known as Fair Use. In general, when you transform original content, repurpose it, and add value to it in your own remix, you may be able to claim the use fair. According to American University’s Center for Media and Social Impact, these two tests or questions help you plan whether to use the copyrighted work of others without asking permission: The video below explains why the Code for Fair Use in Online Video was created.

Digital Citizenship Poster for Middle and High School Classrooms Turn wired students into great digital citizens Get all the tools you need with Common Sense Education's FREE Digital Literacy and Citizenship Curriculum and Connecting Families Program. The relevant, ready-to-use instruction helps you guide students to make safe, smart, and ethical decisions in the digital world where they live, study, and play. Curriculum See the full curriculum. Download a printable PDF of this posterOrder a larger print through CafePress K-5 poster also available!

100+ Google Tricks for Teachers It's Google's world, we're just teaching in it. Now, we can use it a little more easily. With classes, homework, and projects–not to mention your social life–time is truly at a premium for all teachers, so why not take advantage of the wide world that Google has to offer? From super-effective search tricks to Google tools specifically for education to tricks and tips for using Gmail, Google Docs, and Google Calendar, these tricks will surely save you some precious time. Search Tricks These search tricks can save you time when researching online for your next project or just to find out what time it is across the world, so start using these right away. Convert units. Google Specifically for Education From Google Scholar that returns only results from scholarly literature to learning more about computer science, these Google items will help you at school. Google Scholar. Google Docs 22. 23. 24. 25. 26. 27. 28. 29. 30. 31. Gmail 32. 33. 34. 35. 36. 37. 38. 39. 40. 41. 42. 43. Google Calendar 44.

Internet Filtering at Schools Is Problematic Giving all children access to the Internet and computing became a rallying cry for educators and elected leaders in the 1990s. In March 1996, President Clinton and Vice President Gore led 20,000 volunteers in a one-day effort to connect thousands of California public schools to the “brave new world of mouse clicking and web surfing.” Yet that brave new world remains unconquered for many students and schools, especially in rural and high-poverty communities. Some have coined the term “digital redlining” to describe how advanced technology has been deliberately denied from certain areas based on geography as well as the race, ethnicity, and income of residents. In the intervening years, the spotlight has pivoted to the so-called “connectivity gap”—which hurts schools without high-speed Internet connections—and the homework gap—which hurts students unable to access wireless and broadband connections from home. This finding is confirmed by anecdotal and empirical evidence.

Advice for Parents of 1:1 Programs Anna left a comment on my blog post about 1:1 program with MS and HS students that reads: My son attends a school where MacBooks are required from grades 8-12, and students use many different assistive technology tools. I believe that 1:1 is great as a learning TOOL, but because students have their laptops with them all the time, there is no “down” time when they have to use their own initiative to think, dream, plan, create w/o a screen. He gets up and will open the laptop before breakfast to play, he will play or noodle around with his iTunes in the car on the way to school, on the way home from school, and every other time that kids used to be unplugged. by One Laptop per Child It’s a good question and my first response is what is your school doing to help train parents on both their responsibility and management of technology that the school provides? Here at ISB we do a couple of different things. We also run a set of 5 courses called the ISB Technology Certificate for Parents.

Web Evaluation: Does This Website Smell Funny to You? One of my friends spent this past weekend working with her 2nd grade daughter on a research project. While her daughter flew through the arts and crafts portion and was able to handwrite the “sloppy copy” of her presentation, she struggled when it came to typing the final draft. She didn’t know where the period was. She didn’t know how to use the shift key (and then declared that turning caps lock on and off was far superior and easier than using the shift key). This reminded me how easy it is to overestimate our students’ abilities when it comes to technology. One of my favorite things to work on with students in this area is website evaluation. When working with older students (8th through 12th grade), I’ve always relied on the CRAAP Test (pdf) from California State University Chico. As wonderful a tool as it is, the CRAAP Test has a sophistication (despite its name) that makes it inaccessible for the 5th through 7th grade. F: Is the site Friendly to the eyes? Like this:

A Look Inside the Digital Lives of Tweens Big Ideas Culture Getty The following are excerpts from from “Kids Closer Up: Playing, Learning, and Growing with Digital Media” by Lori Takeuchi, International Journal of Learning and Media, Spring 2011, Vol. 3, No. 2, Pages 37-59. To protect the children’s identities, all names are pseudonyms, and location details have been altered. While large-scale surveys have documented the types of media to which 5–9-year-olds are devoting increasing amounts of time, we know less about how and why they are using these media and what they might be learning as a result. What roles are parents and others playing in their digital media experiences? In the past decade, a host of newspaper and magazine articles, TV news features, and books have attempted to characterize the digital generation and have presented a polarized view of what young people are doing online, behind closed bedroom doors. Chad is philosophically opposed to censoring media and trusts Katie to make smart choices on her own. Related

Ranganathan on shyness: Get over it! - OCLC Next Advice from the father of library science In 1931, S.R. Ranganathan, a mathematician and librarian who is widely regarded as a founder of modern library science, published his seminal work, The Five Laws of Library Science. “If you want to be a reference librarian, you must learn to overcome not only your shyness but also the shyness of others.” Ranganathan used this quote to describe behavioral change librarians needed to make in his day, when they were transitioning to serving readers from preserving books. As we in the library community wrestle with change management, Ranganathan’s words ring as clearly today as they did 85 years ago. Getting a formula for change Last month, I had the honor of hosting the 12th annual OCLC Contact Day in the Netherlands. Ben Tiggelaar, well-known Dutch publicist, trainer and researcher on behavioral sciences, was our keynote speaker that day. Appropriately, Ben used Ranganathan’s quote on shyness to introduce his five steps for adapting to change: S.R.

Internet Filtering: | Advocacy, Legislation & Issues In the span of a single generation, the Internet has revolutionized the basic functions and operations of libraries and schools and expanded exponentially both the opportunities and challenges these institutions face in serving their users. During this time many schools and libraries in the United States have installed content filters on their Internet access. They have done so for a variety of reasons, not least of which is the requirement to comply with the Children’s Internet Protection Act (CIPA) in order to be eligible to receive federal funding or discounts through the Library Services and Technology Act, Title III of the Elementary and Secondary Education Act, and the Universal Service discount program (E-rate), or to comply with state filtering requirements that may also be tied to state funding. Their rationale for filtering is that it is better to have filtered access than no access. This same situation also occurs in schools. 1 Kristen R. 2 United States v. See Also

Related: