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     As I have been reading this week's required readings, I have thought about what I use in my classroom. There are things that I have bought through Teacher Pay Teachers (TPT) that have enhanced my teaching from vocabulary to design thinking. They sometimes have a choice of single-use and multiple uses. If I share any of the pages, I need to be buying the multiple-use one because this is a copyright infringement. I can tell the person asking to use it where it is on the TPT site. 
    When I was looking at Creative Common (n.d.) site, I noticed that it mentioned that you could use things from The MET. I remember going into museums as a kid and that it was not allowed to take pictures of paintings or other pieces of art. When I go to museums now, I see people taking pictures, and they are posting them on Facebook or other social media page. Creative Common (n.d.) has let the works of arts be part of the public domain so that many people (including students) can see and be able to study them. This especially since they might never be able to actually to the museum.
    As I think about the videos that I use in my classroom, most of them are for education purposes. I use the "Discovery Education" site that has been approved, and I believe the district bought for the teachers. Most of You-Tube videos have a little teaser sand then it makes you pay for the movie. I know that if you want movies for an incentive, the school has to pay for film licensing. This amount for a film license is about $500- the PTA at my school has put this in their budget. 
    These four words are very important in copyright issues:

• Plagiarism- writing things that someone else wrote and then not citing it.  This  definition hopefully is not on the web because I “got it” from my head.  If I had written it down on my e-Portfolio and then used it now, I would have to cite it.  We had to do a plagiarism check when we did our Lit Reviews.  
• Copyright infringement- Bailey (2013) describes this to be any failure to observe ¨the  rights on the copyright holder.¨  An example of this could be writing a sequel to The Phantom Tollbooth without permission.  
• Attribution-¨To err is human; to forgive divine.¨  Who said this, you may ask- ​ Alexander Pope in his work from 1908.  An attribution is the identification of who  says something first.  Many people quote the Bible or many famous political leaders.
• Transformation- As I was looking at this definition or examples in places, I came across transformative art.  I thought about how I would love to paint a picture like Monet at a Painting with a Twist event.  I would be using the painting as an example (which is as a copyrighted original) and making it my own so that it would not infringe on the original artist (my favorite artist, by the way.

    As I think about this week, I have to be careful about what I am putting in my classroom curriculum. Even as a first-grade teacher, I must follow the four fair use factors that were found in the TEACH act toolkit (n.d.) The purpose and character of the use must be used for nonprofit and educational and not commercial use. The nature of the copyrighted work should be more factual and not as much for entertainment. The amount of the copyrighted work must be considered by using a smaller amount versus a large portion or of the whole work. The last factor is the effect on the market for the copyrighted work by weighing in who owns the copy or how many copies are going to be made.

References
Bailey, J. (2013, October 07). The difference between copyright infringement and plagiarism.  Retrieved from https://www.plagiarismtoday.com/2013/10/07/difference-copyright-infringement-plagiarism/

CC0. (n.d.). Retrieved from https://creativecommons.org/share-your-work/public-domain/cc0

The Original TEACH Act Toolkit. (n.d.). Retrieved from 
         https://lib.lsu.edu/services/copyright/teach/index


Resources

For this week, I have learned about how a digital footprint or tattoo can impact the future of a person.  Last week, I gave a lesson to my first graders on Digital Citizenship. I showed them four things- toothbrush, padlock, permanent marker, and toothpaste- and explained how these things were like digital citizenship.  The permanent marker and toothpaste are examples of digital footprint/tattoos. The video from Common Sense (2013) says that they can be searched, copied, shared, broadcasted, and permanent. The footage that Steve Johnson (2009) states that it is where we’ve been, who we’ve been with, where we’ve wandered, and where we are going.  As I was explaining both examples, I told the students that once they put something on the internet, people could find it again (even if they try to take it down.) I also told them that they should make sure that they do not put anything hurtful to someone else.
I have realized that I have a long line of being on technology.  In elementary school, I have a vague remembering when I was in a class that had basic programming on a big white computer.  In middle school, I had a class that had some more programming on the computer. At my university, I had a Computer math class and an email for the first time, so I spent a lot of time in the library.  As I entered the classroom, I found out that I could get “stuff” (like Elmo or tech things- 2000s) when I went to technology classes. After just substituting for a few years, I went back to the classroom and once again, started to go to the district technology classes.  This time around, I was able to get a Chromebook, two iPads, and lots of other things. I started to find programs like Seesaw and greenscreen that would help teach things in the class. The PD in the PJs in Seesaw introduced me in all sorts of stuff like videotaping myself or the students.  Seesaw has been a great way for me to see what the students know about a specific topic that I am teaching.    
As I have been in the DLL program at Lamar, I have added not only to my e-portfolio but also to my You-Tube account.  An intentional digital footprint/tattoo are things like pictures or statements that “person” put on the internet. An unintentional digital footprint/tattoo are pictures or comments when other people mention the “person.”  I need to remember that there are pictures of friends that being used and I need to get permission from those people.  
This week, I went to the Tech Liaison training for my district and found out that the district wants all of the schools to be a “Common Sense School.”  I found it surprising all the information that is on this site about the impact of technology with different media. There is so much information that talks about apps, games, and websites.  My video of how Pinterest has impacted digital citizenship is below.

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After a week of diving deep into what digital citizenship is, I was able to explain it to my aunt, who had pretty much no clue what it was. I tried to pull the definition from my brain- "the teaching of what is right and what is not right about the digital world." She was a little confused, so I pulled out my new definition- "the ability for a digital citizen to be prepared, responsible, respectful, and safe as they move through the digital world." I was able to explain Ribble's (2015) nine elements of digital citizenship:

1. Digital Access- This is the way that the students and the parents have access to technology to get in contact or turn in assignments to schools. Teachers need to think about the different groups (like socioeconomic status, disabilities, or physical location.) Schools have helped this situation by giving students in specific grades a laptop or Chromebook. Ribble (2015) includes this in the respect category because all these groups have different access to technology (maybe not the "newest.")
   
2. Digital Commerce- This is the buying and selling of things on the internet. Learners should realize that they could get in trouble and that their credit follows them for life. They should make sure that they are safe in creating strong passwords because they might have identity theft. Ribble (2015) includes this in the educate category because people need to be aware of how to protect their personal information while also buying online.
   
3. Digital Communication- This is the understanding of the different ways to communicate (or message) others with abbreviations, emojis, or even Bitmojis. There are some terrible things like sexting, cheating on tests, or cyberbullying. Ribble (2015) includes this in the educate category because this gives people choices on how to see how a message would fit on different methods like email or Twitter. 
   
4. Digital Literacy- This is understanding what the process is in the teaching and learning about the digital world. Many times, teachers are given a program or app that they have to use in their classroom. They are not explained thoroughly how to use it in their class (or they are told to use it a week before school starts) and so the program usually crashes and burns. If the teachers are allowed to explore or develop the plan, it will be better utilized. Ribble (2015) includes this in the educate category because people can even learn from their peers or family members.
   
5. Digital Etiquette- This is the understanding of the conduct that people should utilize when using things "digital." Ribble (2015) calls it the role model to tell the learners what is appropriate or inappropriate when going into the world of digital. This includes the acceptable use policies (AUPs.) Ribble (2015) consists of this in the respect category because what we post, tweet or text can affect others and might be misunderstood. 
   
6. Digital Law- This tells what is legal and not legal in the world of digital. This includes file sharing, pirating software, hacking, stealing identities, and illicit photos. It is the electronic responsibility for actions or deeds (i.e., rules or policies.) Ribble (2015) includes this in the respect category because most of the materials made for online are from people that it is their living and that this is like stealing.
   
7. Digital Rights & Responsibilities- These are the requirements and freedoms extended to everyone in the digital world. When given these, people are expected to act right by citing sources or reporting behaviors that are inappropriate. Ribble (2015) includes this in the protect category because if something happens online, they need to share what happened and that it is essential to have passwords.
   
8. Digital Health & Wellness- This is the physical and psychological well-being of people that use things to get in the world of digital. This includes ergonomics, how high or low the tables are for students, and how much time they are on the computer. Ribble (2015) consists of the protect category because there needs to be a balance on time between being online or not online (includes different types of games that are "mature.")
   
9. Digital Security- This is protecting self and others while they are doing things digitally. This includes changing passwords or passcodes, data backup, and protection against hackers, including spyware/ adware. Ribble (2015) consists of this the protect category because people should make sure that their passwords are not given to just anyone.
   

 I started this week watching videos from CyberWise (2015) and Bbrandino68 (2010.) These videos let me get the necessary 101 on what digital citizenship was and how I was going to put the nine elements of digital citizenship in place. CyberWise (2015) said that digital citizenship was the rules of the road and the collaboration, connection, and learning community information access. I liked that I could find out what the nine elements were in Bbrandino68's (2010) video, and then I went into detail in Ribble's (2015) book.

     With all that I have read, internalized, and reflected on, I realize how critical digital citizenship is. Ohler (2012) commented that digital citizenship is like "character education" for things online and needs to be talked openly, so everyone has a buy-in. I have introduced digital citizenship with four items to my first graders for three years. I have four objects in a bag- padlock, toothbrush, permanent marker, and toothpaste. For the padlock, I explain that it is essential to have passwords, and they need to be strong (I give an example of bank accounts for parents.) For the toothbrush, I tell them not to share their passwords (but I say that it is okay for parents and teachers to know.) For the permanent marker, I tell them whatever they post or write online will be permanent. They need to be careful about what they post because it could hurt others' feelings. For the toothpaste, I tell them that what comes out online is hard to get back in (again- don't say mean things.) These four things are in the category of digital etiquette with digital rights & responsibilities and digital security. One boy in my class told his mom what a toothbrush and toothpaste stood for- this is pretty cool that kids do listen to us, teachers.

​

As I have been building my online course these five weeks, I have also been getting ready for a new school to begin. I know that I will probably change things in the course as I usually do with my new group of students. The students in this master class were asked to reflect on these guiding questions:
 

• What Instructional Design theories lend themselves to the development of online learning environments? Which one did you lean toward in developing your course?

 
As I built an "Intro to Makerspace" online course for teachers and administration, I thought about how they can learn about makerspace and also get to do hands-on things. Bates (2015) says that a constructivism teacher should be teaching thinking skills, critical thinking, problem-solving, creativity, and originality. That is how I strive to teach each day. And that is how I wanted to form my online class. I will have the participants make things and then upload pictures in the fifth module. They will be building their knowledge by doing and then get to reflect and collaborate with their hands-on learning (Behaviorism, Cognitivism, Constructivism & Learning and Instructional Theory, n.d.) This will allow the participants to guide their thinking as they develop their Makerspace for either their classroom or school.  
 

• How did you implement the UbD plan for your learning environment in creating learning opportunities for students?

 
As I worked on this online course, I thought about the end result- the teachers would be so excited to start a Makerspace in their classroom. Wiggins & McTighe (2005) has teachers designing curriculum with beginning with the desired results, then thinking of the evidence and last planning the learning experiences and instructions. I first thought about what was my goal for each module and then evidence of that goal that ended up going into a portfolio in Google Slides. Last was the planning of the learning, in which I found different videos and sites that would teach the participants.  
When we learned about the UbD plan in EDLD 5313 (Creating Significant Environments), we also went over Fink's (2003) 3-column table. This has been the guiding force of most of the courses for "Digital Learning and Leading." I used this as a guide for my online class.

1. Foundational- Basics of Makerspace
2. Application- Makerspace with Growth Mindset 
3. Integration- Materials in Makerspace
4. Human Dimension- Guidelines in Makerspace
5. Learning How to Learn- Exploring different Makerspace activities (coding & low tech)

Each week for our master's classes, we are asked questions in which we have to reflect and even comment over our classmates' comments. Then we are asked to do an assignment in which we think about what we have read or heard and put it into the task. This has allowed me (and the other students to feel that we have ownership in what we are doing throughout our masters.) As I have researched Makerspace more and more, I have realized that it is what you or your students make it. I have designed this course to have participants know what Makerspace is.  They will know that "in the end, it can be pretty much anything."
 

• With regard to what you have learned in this course, discuss the relevance and importance of providing online learning for our students. What is the enduring understanding you can take from this course and apply in your teaching?

 
All teaching should hit on different learning styles for students- auditory, visual, kinesthetic, and reading/ writing preferences. For this said, UDL (Universal Design for Learning) has action and expression, representation and engagement being the standards for this learning (UDL at a Glance, 2010.) Online learning can provide all of this:

1. Representation- multiple media, graphics
2. Engagement- gives a choice, lets participants take risks
3. Action and Expression- able to model and provide feedback in different ways

Bates (2015) suggests that online learning allows them to use text, give their voice on audio, make a video, or even computing in coding. Sometimes, these courses can have students get out of their comfort zones, and they work on challenges that would hard to do with the actual class.  
As I teach first graders, I have set up my classroom with direct teaching with different technology options to find out if the students understand what they are learning. I know that all children learn differently and also a different speed. This course has let me think about how I should design online courses to guide some of the teachings of my students. As I watched UDL at a Glance (2010), I thought about what goals and barriers are going to be for students and that I should be flexible along the way.
 
References
 
Bates, A. W. (2015). Teaching in a digital age.
 
Behaviorism, Cognitivism, Constructivism & Learning and Instructional Theory. (n.d.). Retrieved from https://amara.org/en/videos/EGp9AZspE8hl/info/behaviorism-cognitivism-constructivism-learning-and-instructional-theory/
 
Fink, L. D. (2003). A self-directed guide to designing courses for significant learning. Creating significant learning experiences: An integrated approach to designing college courses. San Francisco: Jossey-Bass.
 
UDL at a Glance. (2010). Retrieved from https://amara.org/en/videos/8Aygby4OcIcF/info/udl-at-a-glance/
 
Wiggins, G., Wiggins, G. P., & McTighe, J. (2005). Understanding by design. Ascd.

I have thought of myself as a constructivist this past year as we had studied the different perspectives to "teach."  As I looked at figure 7.7 in Bate's (2015) book, I say that the discussion forums were in the constructivist area (which I am using), but I am using more of the connectivist's ideas.   In a way, I am having my participants make e-Portfolios in Google Slides.  This will be like their assessments and it will allow the learners to be in more control of their learning. 
​
(Side note, but it does pertain to the media idea.  I have been at training with the four schools in my district that is Applied Learning.  It has been interesting to see how different teachers presented their sessions.  One talked to us about 30 minutes about herself (standard 40.)  While this was a little too much, it helped us understand her position with the topic, but pretty much all she did was talk and we were not able to do anything but just listen-kind of hard.  The sessions that were the best were ones that had video, some writing on slides, and discussion with the presenter and the "audience."  In some of my modules, I have lots of resources that my participants are either going to watch or read.  I know that they might not get something out of every site, and so I will be asking their feedback (Standard 29) in case I need to switch things out.)

I am not sure if I have picked one standard from OSCQR this week that is the most important.  As I said before, (note- my course topic is Intro to Makerspace) I want the participants to be more in control of their learning.  I will ask them if they find resources or have knowledge about makerspace, I would like them to share it with the class (Standard 43.)  Having an icebreaker at the beginning would be a great way for the participants to know that this is a safe place to share what they are feeling and that there will be rich sharing (Standard 41.)  I am also going to introduce myself at the beginning and share why I want to participants to learn about makerspace (Standard 40.)  (I think I could go on and on...)

At the end of me putting together my Google Classroom course, I am going to screen videotape how to navigate throughout the course.  This will be one more way that the participants could make sure they are understanding how to find all the pieces in the course.

References
Bates, A. W. (2015). Teaching in a digital age.
OSCQR – The Open SUNY Course Quality Review. (n.d.). Retrieved from https://oscqr.org/ on July 25, 2019.