Copyright and Fair Use

For this assignment we were asked to read The Educator's Guide to Copyright and Fair Use. Teachers are the number one target for copyright problems because of the amount of information that is relayed to students. We were given a quiz to see if we know what is permissible and what is not. The quiz was there to enforce how little things we use in our everyday lives could be considered stealing.

1. A student snaps in half a CD-ROM the teacher really needed for her next class. The teacher decides to make a back-up copy of all her crucial disks so it never happens again. This is permissible.

True. Technically, this should be done in the library. The law allows archival copies, and, in some cases, lost, stolen, or damaged originals may be replaced with copies if the originals are unavailable or unreasonably priced.

I agree with this completely because if this is being used for educational use then it is not being sold to other people that are going to try to claim it. The major thing that makes me think that this is fair is in the answer it is clearly stated that the "law allows archival copies, and, in some cases, lost, stolen, or damaged originals may be replaced with copies if the originals are unavailable or unreasonably priced" this makes it so it is not being sold or stolen.

3. A school has a site license for version 3.3 of a multimedia program. A teacher buys five copies of version 4.0, which is more powerful, and installs them on five workstations in the computer lab. But now when students at these workstations create a project and bring it back to their classrooms, the computers (running 3.3) won't read the work! To end the chaos, it's permissible to install 4.0 on all machines.

False. Alas, the teacher bought a product that isn't backwards-compatible and should complain to the manufacturer. It's likely the law would deem it reasonable to install 3.3 in the new machines (after removing 4) until the issue is resolved.

I think that this is completely unfair for the teacher but fair for the manufacturer. Yes the teacher did purchase four copies of the product but she did not purchase the same amount of computers as the class has and it is unfair for her to copy his software. That is completely stealing and she needs to complain about the product not reading.

6. A middle school science class studying ocean ecosystems must gather material for multimedia projects. The teacher downloads pictures and information on marine life from various commercial and noncommercial sites to store in a folder for students to access. This is fair use.

True. The Web may be mined for resources. Download away (of course, don't hack into subscription sites)! But remember: you can't put these projects back up on the Web without permission from the copyright holders.

I am so glad that this is stated : "you can't put these projects back up on the Web without permission from the copyright holders." This makes it clear that you are able to use their pictures or information but you must credit it when you put it back out to the public.

7. An elementary school designs a password-protected Web site for families and faculty only. It's OK for teachers to post student work there, even when it uses copyright material without permission.

True. If the site really is protected, then this is considered OK. The school should monitor its Web hits, though, and make sure the outside world isn't sneaking in.

This was very confusing to me? Why would this even be an issue if it is dealing with students and families and they are given the password I do not see the problem here...I guess that is why is is aloud!

8. A student film buff downloads a new release from a Taiwanese Web site to use for a humanities project. As long as the student gives credit to the sites from which he's downloaded material, this is covered under fair use.

False. Educators may use "legitimately acquired" material without asking permission, but many file-sharing sites are suspect in this area. Use common sense to determine if those peer-to-peer resources are legitimate or pirated. (You can also check copyright ownership at www.loc.gov or www.mpa.org.)

So because he is using film the law change and I agree with that completly. Like it says in the answer, "use common sense to determine if those peer-to-peer resources are legitimate or pirated" so this is also helping you to make sure that not only are you not stealing the matieral that is being used but you are also getting real information and film that everyone knows they are in.

13. A history class videotapes a Holocaust survivor who lives in the community. The students digitally compress the interview, and, with the interviewee's permission, post it on the Web. Another school discovers the interview online and uses it in their History Day project. This is fair use.

True. That's the other side of fair use. Just as you can use other people's intellectual property for educational purposes without permission, so can your own be used.

This is a great example of how you need to claim your own work if you want. Compressing an interview and asking is great and if you want others to be able to use it then you will need to post the rules of use that you want. This will ensure that no one else is taking the credit you deserve.

Rooom aragement

1. Use a room arrangement consistent with your instructional goals and activities.
This room to the left is the way that teacher A has his room set up and it is very consistent with his instructional goals because he chooses not to have group discussions or group work ever. He uses the desks and the tables for students that need to plug in their lap tops.
2. Keep high traffic areas free of congestion.
In teacher A's design traffic does become a problem because if there are more then one student movie around in the room one has to step back and wait for the other. It is very difficult to get from one desk in the corner to the opposite one in a short amount of time due to the distance, and bothering students because of the commotion.

3. Be sure students are easily seen by the teacher.
Although teacher A has his desk setup in the back of the room and when he sits there he can see all desks and lap top screens he is unable to see the other students if he is working one on one with a student. This makes it very easy for students to get off topic.

4. Keep frequently used teaching materials and student supplies readily accessible.
In teacher A's room they use mostly laptops because he does not have enough materials for the entire class. The problem here is if a student does not have his la top because they would have to partner up with another student and the room setup is just not suitable for that. the student has to sit in between seats in the way and not comfortable.

5. Be certain students can easily see instructional presentations and displays.
Teacher A can accommodate to any students and if certain students need to sit somewhere so they are able to learn better they can and there is no issue with his seating arrangement with that. Where the problem would arise would be if there were multiple students that were having trouble seeing the presentations because there is only so much room to have students sitting very close to the front.


1. Use a room arrangement consistent with your instructional goals and activities.
I designed the room to the right and this is consistent with my instructional goals and activities because in my lessons I choose to have class discussions everyday and work with partners and groups. Not only is this setup easy to have whole discussions but it is easy to move desks to make small groups.

2. Keep high traffic areas free of congestion.
There should not be any traffic issues because the classroom is so open and students will not be getting in the way of each other. It is a lot easier for my to move around as well.

3. Be sure students are easily seen by the teacher.
I decided that keeping the teachers desk in the back of the room was still suitable for this classroom. I would still be able to see all students and there is still room for me to walk around the back of the seats during discussions so I can see laptop screens.

4. Keep frequently used teaching materials and student supplies readily accessible.
I would still be having the same problems that teacher A has. (Refer to question 4 above in picture 1)

5. Be certain students can easily see instructional presentations and displays.
There will no seats in front of other seats so that can help students see the presentations better and for students that need to be close to the front of the classroom could be able to sit in the seats that are closer to the open side.

Maine Memory Network

The "Maine Memory Network" was a great resource that we can all use. Being a social studies major this will come in handy many, many times. I went on and looked at Hermon, my home town, to see what our history was like and it was amazing! Things have changed so much and I can not believe how many fires we had in the early 1900's!! I could use this in the classroom all the time, we could have the students compare and contrast the differences and make maps showing how things have changed or put on a skit after researching the history of the town and acting out the differences. I saw these examples from other school examples and so not only is this helpful in information but it is a useful tool to be able to think of fun lesson plans for the students in Maine!

How to help someone use a computer

"How to help someone use a computer" is a very useful article for everyone because it helps people that are looking to help and also people that do not know things about computers. Something that stuck out with me is "if its not obvious to them, its not obvious" what an easy statement but it is so true. It would be so easy to judge a person that does not understand technology as much as we do and make them feel dumb. I can see myself say "well it is obvious".. and that would not help the situation at all it would just make things more tense and stressful. This will be something that i will tell myself often. An important rule "Never do something for someone that they are capable of doing for themselves" We are trying to help them, not do it for them. Whatever they are working on is their project, not ours.

I can use this information for the rest of my life. It is great for our class o be reading this because we will be groups and have to do projects with other students that may not know as much we know and we need to stay calm and be a resource that can help. We can always refer back tho the ideas and advice from this article.

Chapter 10: Going Beyond the Classroom

Arranging internships for students is such a great idea! "However modest our contribution, doing real work in a field that interests us not only develops new skills and habits but also gives us more motivation for academic work"(178) This is awesome, if I was able to get internships for the students they would be able to work outside of the classroom and we could talk and do projects about it while we were in class. They could be in groups or individual but it would be all voluntary and would benefit our classroom and the people that they are helping. I never would have thought of this before EDU 101 because we were mentors in classrooms and although it was megar it was the most helpful thing I did all year. I was able to see what it was like to be in a classroom and so what if it was a learning lab I was not a student and I was doing what I want to do!

Chapter 9: When Things go Wrong

Report cards cause much fear in many students minds and in some cases it is a confidence booster but for others it may ruin their day and the only thing on the mind is what their parents are going to say. On page 164 one student proposes questionnaires students could fill out before they got their report cards and one to fill out afterward. This could show how they felt before and if it was very different then what the scores show the teacher would know to have a meeting regarding the grades they received. After the students got their report cards they would have the chance to fill in a different questionnaire stating if they were happy with the grades they got or how they could improve. Not only does this keep you as the teacher on the same page it gives you a greater understanding how the students are feeling and how you can help them improve.

Chapter 8: Teaching Students Who Are Still Learning English

I learned a lot from this chapter because I have never been in an ESL classroom so seeing what the students thought was great for me. "Looking past language mistakes" (150) this would be very important for teachers because we need to understand that if English is not their first language it would be hard not to make mistakes while taking in boat loads of information in English. We must praise what they have learned and complement often at the hard work they are doing and their new abilities. When I was in high school I took French as a foreign language and it was so difficult for me, I was able to speak but not able to write and this make homework and projects very hard for me. My teacher knew that I was having difficulties and worked with me after school everyday, having the one on one time with her helped me so much and I was able to write much better and felt more confident in front of my classmates. This was all due to her constant praise and helpfulness.