Productivity Tools for Educators

Being busy does not always mean real work. The object of all work is production or accomplishment and to either of these ends there must be forethought, system, planning, intelligence, and honest purpose, as well as perspiration. Seeming to do is not doing. – Thomas A. Edison


  • Webinar - What Works in Flipped Classrooms? - Wednesday, November 28 - 2-3pm

Copyright in the Classroom

  1. Read Understanding Copyright article - as you read pick out 3 key ideas that you would want students to know.
  2. Discuss important takeaways
    1. Copyright can be used as a means to promote progress rather than focus totally on restrictions
    2. Factors that courts consider in determining fair use work in teachers' favor
    3. Fair use very subjective
    4. Interesting that copyright favors large corporations over individuals in terms of duration of copyright
    5. Times have changed (digital age) - transformative uses so much more now
    6. Goal is to benefit society while still allowing folks to benefit from their work
    7. Transformative uses are most favored way to apply fair use (e.g., clip from a film for education vs. for entertainment)
  3. Watch video: Code of Best Practices in Fair Use for Media Literacy Education
  4. Add to key ideas list, discuss general reactions and questions
  5. Read pages 10-14 of Code of Best Practices in Fair Use for Media Literacy Education
  6. Discuss potential issues that could come up in classes related to exhibit or other content creation projects
  7. Pair up and complete a different scenario (skip #3) - use the Code of Best Practice to support their conclusions (see principles on pages 10-14) then share conclusions and reasoning
  8. Discuss classroom application - how do you scaffold this for students?
  9. Choose one copyrighted text/resource that you might want to use in an exhibit project and fill out the worksheet

Lesson Conferencing

  • Group up with 2-3 other students
  • Share the learning goal(s), sequence of learning activities, and technology(ies) you've selected
  • Discuss the sequence of learning activities and the ways in which the technology adds value - are they better alternatives?
  • Challenge each other on the value of the technology in terms of connection with content, pedagogy, and UDL
  • If you get bogged down with a particular scenario or tools choice, call over Dr. Hofer
  • Rinse and repeat

For Next Time: