This document discusses digital plagiarism in primary schools. It defines plagiarism and copyright, and explains why students plagiarize using digital means. It emphasizes the need to explicitly teach students about being responsible and ethical users of digital information. The document provides guidance for students, teachers, and parents on how to address plagiarism, including teaching note-taking strategies, using online resources ethically, and monitoring students' digital usage. It recommends working collaboratively between home and school to build students' digital citizenship skills.
The document discusses the role of the Internet in accessing scholarships and knowledge. It notes that the Internet provides an easy and flexible way for people to learn wherever they are through online education and resources. It gives examples of online repositories like Shodhganga and Vidyanidhi that make scholarship accessible to the public. The Internet allows students to conveniently take classes from distant colleges and universities while saving on travel time and costs. Overall, the Internet has significantly expanded access to knowledge through various digital libraries, online learning platforms, and search tools.
This document summarizes the author's personal experiences with educational technology over time. It describes how the author grew up using traditional classroom tools like chalkboards but later had access to computers in high school. In college, the author began using a MacBook and social media. The author notes the transition to digital assignment submissions and wireless printing. Throughout, the author's hearing aids have gotten smaller. The author sees value in educational tools like Google Apps but also notes privacy and over-reliance on screens as challenges.
Teaching New Literacy in Digital Environment (Digital Literacy)jovelyn valdez
The document discusses new approaches to literacy in a digital environment. It identifies three revolutions in learning: the invention of language, the advent of printing, and the rise of information and communication technology (ICT). ICT has created a gap between students and teachers accustomed to traditional methods. The document outlines digital literacies including skills for creating, sharing, searching, and evaluating online information. It advocates student-centered learning facilitated by teachers as coaches and collaborators. Internet activities like inquiry-based projects and field trips can optimize 21st century fluency in information, solutions, collaboration, media, and creativity.
Implementer grant technology camp january 9, 2012 final blueJulie Gahimer
This document discusses using Web 2.0 tools to address teaching challenges. It begins with an introduction that notes students understand information has changed and teachers must adapt. Several questions in higher education are then listed related to participatory learning, technology use, and online collaboration. Potential Web 2.0 tools are then matched to levels of Bloom's Digital Taxonomy, including Delicious for remembering, Animoto for understanding, and Voicethread for creating. The document concludes by stating teachers should have fun exploring new tools.
This document provides an overview of the history of instructional technology used in K-12 classrooms from slates and chalkboards in the 1800s to modern technologies like smartphones, tablets, videos and learning management systems. It discusses the increasing role of technology in education and frameworks like the ISTE standards that emphasize skills like creativity, collaboration and problem solving over memorization. Major developments covered include radio and television education programs in the early 1900s, language labs in the 1950s, the introduction of computers and the internet in schools in the 1980s and 90s, and the growing use of mobile devices, cloud computing and social media today.
Four case studies of educational technology programs are described:
1) A preschool that engages students in project-based learning centered around their interests, such as a simulation of a trip to Brazil after researching the country.
2) A program in Maine that provides middle school students with laptops, which helps level learning opportunities and allows students to independently research and publish their work.
3) A third grade history project where students document their town's history through photos, videos and a website to share with other classes.
4) An elementary school considered one of the most wired, with technology integrated into daily lessons, student work and communication between teachers, families and students.
The practical benefits to why everyone should care about digital literacy (i.e. learning to use computers, tablets, mobile devices, Internet and other technology). See the animated version on YouTube (http://youtu.be/FoKuvjh7UIc).
Digital literacy is becoming increasingly important as technology and media rapidly change how people access information and communicate. Teachers need to incorporate digital literacy skills into classrooms to help students succeed. Some strategies for teaching digital literacy include using classroom blogs for students to read and write online, creating video blogs to showcase projects and lessons, and setting up wikis for collaborative writing. These tools help develop skills like using technology, analyzing online content, and communicating digitally.
This document discusses distance learning education for adult women entrepreneurs. It defines distance learning as a method that does not require physical presence, allowing lifelong learning opportunities. It notes there are over 130 million online students globally, with an annual growth rate of around 20% and $23 billion spent annually on distance learning. The document outlines the 5 generations of distance learning and benefits such as flexibility and accessibility. It explores tools for distance learning like educational software and Web 2.0 technologies that enable social interaction and user-generated content. Both positive aspects like open access and negatives are discussed.
Mass media can reach a wide audience and is a primary means of communication. It includes print media like newspapers and books, as well as electronic media like radio, TV, and the internet. Mass media benefits education by giving all students an equal chance to learn regardless of attributes, and allowing distribution of information over long distances. While it can be misused, mass media is generally a useful tool for grading schools, showing their successes, and praising high-performing students. E-books are digital publications that can be read on computers and devices. They have advantages like low updating costs, multimedia capabilities, and searchability. However, they also have disadvantages like not being as convenient to read as print and risking piracy.
Educational technology bridging the technological dividebfbordine
This document discusses how learning and education have changed with new technologies. It explores how technology has impacted classrooms, shifting learning beyond traditional settings to include online and distance options. It also examines how technology influences individual learners, communities, and the world. A variety of educational technologies are presented, like email, smart boards, and cloud computing. The document argues these technologies allow teachers to enhance instruction and help prepare students with important 21st century skills when used appropriately.
Often, we only get 3 minutes with administrators to share our ideas about the important relationship between technology and student learning. Discuss and discover current research and surveys demonstrating the need for technology integration in K-12 schools.
International Journal of Computational Engineering Research(IJCER)ijceronline
International Journal of Computational Engineering Research(IJCER) is an intentional online Journal in English monthly publishing journal. This Journal publish original research work that contributes significantly to further the scientific knowledge in engineering and Technology
The document discusses the e-Twinning program which pairs schools across Europe to collaborate on projects using the internet. It was launched in 2005 to promote ICT skills and cultural exchange among students. Through e-Twinning, schools communicate online to share knowledge and learn from each other's cultures without the need for travel grants. The program aims to improve students' intercultural awareness and communication skills.
Assignment Nº 1: History of educational technologygabrielktx
Educational technology has evolved over time from the use of silent films and radio in classrooms to today's use of computers and Internet connections. Key developments include the rise of audiovisual education aided by World War II, the introduction of educational television stations, and the widespread adoption of microcomputers in schools during the 1980s. While technology provides benefits like improved access to materials and student motivation, its implementation also faces challenges such as adequate funding, training for teachers, and ensuring media literacy.
CALL for a New Literacy: New Tools and Rules of EngagementMichael Krauss
1. The document discusses the changing definition of literacy in the digital age and how tools like CALL and Web 2.0 can help students develop 21st century literacy skills.
2. If integrated effectively using a student-centered pedagogy, technology can help students become proficient communicators, successful workers, and engaged global citizens.
3. While computer use initially created challenges in Russia, Internet access and use of tools like blogs have grown substantially and are expected to continue growing and transforming literacy attainment.
The document discusses five types of "digital differences" that impact teaching and learning:
1) Unequal access to technology in schools between low- and high-income areas
2) Variations in home computer/Internet access based on socioeconomic status
3) Differential use of computers in school, often drill/practice for low-income vs. simulations for high-income students
4) Gender differences in how boys and girls access and use technology
5) A "generation gap" between digital native students and digital immigrant teachers
The author explores these divides and strategies teachers can employ to help bridge them, such as integrating technology into academic content in collaborative ways.
This document provides a personal timeline of Sarah Mae Burdios' experiences with educational technology from kindergarten through college. It describes some of the early technologies she used in school like the Etch-A-Sketch and chalkboards in kindergarten and the original iPod and Microsoft Office in high school. It also discusses her vision for the future classroom incorporating technologies like audiobooks and Kindle devices to support diverse learners. The document highlights both the benefits of technology in enhancing learning but also challenges of issues like distraction, plagiarism, and how technology cannot fully assess student growth.
Colleges try to sneak out of health coverage for studentsJohn Wilson
Colleges are trying to get waivers from provisions in the Affordable Care Act that would require them to offer student health insurance plans that meet minimum coverage standards. Currently, many college plans have high premiums, low coverage caps, and do not cover pre-existing conditions or prescription drugs. Colleges generate $1 billion in annual revenue from these limited, low-quality plans. The ACA provision allowing children to stay on their parents' plans until age 26 addresses the major issue of insuring young adults, so there is no valid reason for colleges to get a special waiver to continue offering substandard plans.
El primer documento trata sobre cómo el autor ve la vida como una guerra constante contra todo y todos. Describe cómo pequeñas victorias sobre cosas como escribir al revés le dan satisfacción, pero que es difícil sentir calma o alianzas. El segundo documento habla sobre cómo el autor superó muchas dificultades para cumplir su sueño de ser juez a pesar de la falta de apoyo, y cómo ahora está estudiando para oposiciones. El tercer documento describe cómo la pérdida de amistades llevó al autor a empezar de nuevo y ser más independiente de
The document discusses details for the final exam for a class on digital DJing, including that it will take place on March 28th and students should prepare 20 minute sets practicing mixing and transitions. It also provides grading criteria focusing on technical skills, creativity, and engagement of the audience. Additionally, it introduces using the video manipulation software Quartz Composer to integrate video effects that can be controlled with a MIDI controller while DJing.
The survey found that 90% of CalWORKs clients reported experiencing 3 or more barriers to self-sufficiency across 7 categories. On average, clients reported 8 barriers. Significant differences existed between groups. Latino clients reported higher rates of education, stressful events, and health barriers than White clients. Younger clients (ages 19-24) reported more barriers related to education, housing stability, and child wellbeing than older clients (ages 35-44 and 45+). Clients required to work reported more education barriers than exempt clients. No significant differences were found related to gender or region of residence.
Hipermedia es el término que designa contenidos que integran diferentes soportes como texto, imágenes, video y audio, y que permiten interacción con los usuarios. La estructura hipermedia califica estos contenidos como herramientas de comunicación e interacción humanas, creando espacios sin dimensiones físicas que albergan y estructuran las actividades de las personas, como redes sociales y plataformas de enseñanza en línea. Hipermedia extiende el concepto de hipertexto al entrelazar audio, video, texto e hipervínc
This article analyzes the representation of social actors in English as a foreign language (EFL) high school textbooks in Iran. The analysis found that females are significantly underrepresented, with a ratio of 6 males portrayed for every 1 female. Males and females are also portrayed engaging in significantly different types and frequencies of activities. The article discusses these findings within the framework of critical discourse theory and their implications for curriculum developers and EFL students in Iran.
Teen Tech Week 2013: A library thing or aJohan Koren
This document discusses Teen Tech Week, a national initiative sponsored by libraries to help teens become competent and ethical users of digital media. It explores how libraries are key in helping teens develop 21st century skills through technology. The document also examines potential partnerships between libraries, schools, families, and community groups around supporting teens' technology needs and skills development.
Digital learning is transforming school and education in three key ways:
1. It allows for a new interactive pedagogical approach where students can access educational content on devices and learn through interactive materials.
2. Digital learning generates more interest in learning for students by making lessons more visual and fun through the use of multimedia.
3. It enables a more sustainable and beneficial form of education globally by improving access through improved digital infrastructure, especially in developing countries.
School llbraries are a logical place to learn safe, ethical, and effective digital skills. But what if you don't have a laptop for every lap? Strong, savvy digital citizens know the rules of a healthy on-line presence and where to find helpful resources and support for their work. Much of that information may be taught as young as kindergarten and without even logging on. Learn where to find some great lessons for your library to promote a healthy cyber-community at your school.
The document discusses the development of digital competence. It states that digital literacy is an essential skill for students in their further education and everyday lives. One of the goals of music education in schools is to develop responsible use of advanced technology. The author created an online classroom to shift from traditional teaching to a more innovative and stimulating online learning environment. Developing digital competence is an ongoing process that requires students to be actively engaged in asking questions, researching, and finding answers under the guidance of teachers.
This document provides an overview of a research project conducted by four students on the influence of the internet on education. The research aims to determine how education has changed due to the rise of internet access and how students use the internet as an educational tool. While the internet provides a valuable resource for research and information, the researchers found that many students at a private school in El Salvador misuse it for chatting and social media instead of academic purposes. The document outlines the research objectives, justification, theoretical framework and subtopics to be examined, including the advantages and disadvantages of technology and internet use in education. It also provides an example of internet access and its influence on students in El Salvador today.
This document provides an overview of a research project conducted by four students on the influence of the internet on education. The research aims to determine how education has changed due to the rise of internet access and whether students use the internet as an educational tool or distraction. The document outlines the research topic, title, problem statement, questions, objectives, justification, theoretical framework and subtopics to be explored, including the influence of new technologies, internet as a tool for teachers and students, advantages and disadvantages of internet and cell phone use, and examples of technology advances in El Salvador. It concludes by describing a field visit to a private school in El Salvador where students were interviewed about their internet use for schoolwork, research and entertainment.
Overview research project DAYSI ORELLANAdaysiorellana
This document provides an overview of a research project conducted by four students on the influence of the internet on education. The research aims to determine how education has changed due to the rise of internet access and whether students use the internet as an educational tool or distraction. The document outlines the research topic, title, problem statement, questions, objectives, justification, theoretical framework and subtopics to be explored, including the influence of new technologies, internet as a tool for teachers and students, advantages and disadvantages of internet and cell phone use, and examples of technology advances in El Salvador. It concludes by describing a field visit to a private school in El Salvador where students were interviewed about their internet use for schoolwork, research and entertainment.
This document provides an overview of a research project conducted by four students on the influence of the internet on education. The research aims to determine how education has changed due to the rise of internet access and whether students use the internet as an educational tool or distraction. The document outlines the research topic, title, problem statement, questions, objectives, justification, theoretical framework and subtopics to be explored, including the influence of new technologies, internet as a tool for teachers and students, advantages and disadvantages of internet and cell phone use, and examples of technology advances in El Salvador. It concludes by describing a field visit to a private school in El Salvador where students were interviewed about their internet use for schoolwork, research and entertainment.
This document provides an overview of teaching digital citizenship skills to students. It defines digital citizenship and outlines relevant standards from ISTE and the state of California. It then presents the Nine Elements of Digital Citizenship framework, which covers topics such as digital access, communication, commerce, literacy, etiquette, law, rights and responsibilities, health and wellness, and security. The document suggests using this framework and various online resources to teach students how to be safe, ethical and responsible users of technology.
Technology in the Teaching Learning Processirshad narejo
The document discusses the role of technology in education. It states that technology is an important tool for teaching and learning, as it allows content to be delivered in multiple ways using tools like multimedia, audio/visuals, digital devices, and online communication. The role of the teacher shifts to a facilitator in a technology-enabled classroom, where students can learn at their own pace and collaborate with others. Technology improves the learning process by making it more engaging, interactive and tailored to individual students' needs.
Digital technologies now play a central role in society and young people's cultures. Many children are actively engaging with digital media from a young age by watching videos online, playing games, creating social media profiles, and sharing media they find or create. This means students need skills to navigate multiple modes of information and participate in online networks. Fostering digital literacy in schools can help students understand and benefit from technology while supporting creativity and learning. It also makes education relevant to a society where technology influences communication and meaning-making.
A Study on Awareness and Usage of Social Network among Teachers Educators in ...ijtsrd
Social networks have significant impact on the changing scenario of education It is the fundamental necessity of teacher educators. Teacher educators make use of the social networking to learn and communicate. Through the social networking, the teacher educator can find knowledge resources in any discipline. They can also share their discipline. They can share their ideas in any part of the world through, World Wide Web. E mail. Facebook and whatsapp and twitter. It leads to improve thinking and learn concepts. Social networks helps to communicate with other students and teacher educators which provide sharing Of lessons or the specific classroom problems and social issues. G. Guru Prakash Raja | Dr. T. Selvaraj "A Study on Awareness and Usage of Social Network among Teachers Educators in Tirunelveli District" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-4 , June 2022, URL: https://www.ijtsrd.com/papers/ijtsrd49973.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/49973/a-study-on-awareness-and-usage-of-social-network-among-teachers-educators-in-tirunelveli-district/g-guru-prakash-raja
Ten Things About Digital Learning and StudentsJulie Evans
The document summarizes key findings from the 2013 Speak Up national research project on students and digital learning. Some of the main points include:
- Students now have ubiquitous access to mobile devices like smartphones and tablets, both for personal use and some school-provided devices. They use these for schoolwork in various ways, from research to collaborating with classmates.
- Students' technology use outside of school exceeds what is currently utilized for learning. They want more personalized, digitally-rich, and socially-based learning opportunities that leverage tools like video, online learning, and games.
- While students are generally careful about their digital footprints, they see value in curating a positive online presence. They also want
Edci 690 teaching young children in a digital classroom l-raymondLesli Raymond
Presentation related to teaching young children in a digital classroom using iPads, computers, and other technology. Specific focus on emergent literacy
Technology provides many opportunities for education by giving students access to vast amounts of information to support faster learning. It allows students to communicate and collaborate globally while staying engaged through interactive tools. Integrating technology prepares students for their future careers and encourages lifelong learning through new approaches that incorporate tools familiar to students. While technology creates challenges for schools, it makes the classroom a happier place where students are excited to learn and take more control over their education.
New responsibilities of university and teachers for sustainable developmentNatalia
The document discusses several key changes in education due to the rise of information technology and open/distance learning models:
1. Students now have excellent basic IT skills and can find information on their own, so teachers serve more as guides rather than sole sources of knowledge.
2. Educational environments are becoming more flexible, responsive, and engaging by using technology to deliver knowledge in new ways and accommodate diverse learners' needs and prerequisites.
3. New approaches and skills are required to manage the challenges of an information-driven society where knowledge becomes a primary commodity and source of competitive advantage.
This document discusses connecting classrooms through international partnerships. It provides examples of three successful projects:
1) Digital Diary Dialogues, a mobile learning project where students in multiple countries exchanged blogs and media about their lives.
2) Kites for Kids, where students designed and built kites while learning science, math, and values. Literature and mobile technologies were incorporated.
3) Custom and Tradition, where students shared their cultural practices using tools like Google Docs.
The document emphasizes that international partnerships should develop over time through open communication, joint interests, and using opportunities as they arise to build understanding between students.
The document discusses new approaches to literacy and teaching in a digital environment. It identifies three revolutions in learning: 1) the development of language, 2) the invention of printing press, and 3) the rise of information and communication technologies (ICTs). ICTs have created a gap between digital native students and older teachers. Teachers must realize students now live in a digital world and need to be taught new digital literacies to succeed. These include skills like searching for information online, social networking, blogging, downloading music, online shopping, and playing video games. The role of teachers is shifting from knowledge transmitters to facilitators who give students more control over their learning through collaborative and project-based activities using ICTs
1. DIGITAL PLAGIARISM
in the primary school setting
First the teachers, then the students:
Digital Plagiarism
Nicole Mayhew 11347310 ETL523
http://openclipart.org/detail/5490/mag
nifying-glass-by-mcol
2. Overview
• Digital Plagiarism- what is it? What does it look
and sound like?
• What do students, parents and teachers need to
know? What are the key issues?
• Ways to explicitly address and teach students
• Questions and recommended readings
3. • Plagiarism is when...
• Copyright
• Copyright protection extends to: artistic works,
literary works, musical works, dramatic works,
film and moving images, sound recordings and
broadcasts (pay and free to air TV and radio)
What is plagiarism?
What’s in the bag
and what can you
access from your
phone?
http://openclipart.org/detail/83317
/school-bag-by-kib
4. What do YOU need to know?
• Why do students plagiarise using digital means?
• What constitutes copyright and plagiarism?
Copyright: Smartcopy 2013
5. What do STUDENTS need to know?
• Students need to know how to be responsible
and ethical users of information
• Need to be aware of digital information
• As they get older, schools and further education
settings may use computer software to check
their work for plagiarism
6. What should our school community do?
• Engage students in discussion and develop their
skills in digital citizenship
• Build a teaching and learning environment that
values and rewards ethical digital citizenship
skills
• Work with parents and carers to be alerted to
and help build their child’s ethical model
http://openclipart.org/detail/1595/ipod
-by-johnny_automatic
7. How can students avoid digital
plagiarism?
What to do What not to do
• Monitor their own progress
with assistance from teachers
• Learn note taking and drafting
strategies
• Learn about what plagiarism is
• Use teaching resources and
online materials to learn more
• Copy and paste
• Only use one source of
information
9. How to help students
Classroom Teachers Teacher Librarian
• By the end of Year 6
curriculum expectations as per
ACARA ICT General
Capabilities
• Negotiate and set tasks that
will engage students, rather
than tasks they are not
interested in
• Work with classroom teachers
to develop appropriate skills in
line with our ICT scope and
sequence
• Explicitly teach students the
information skills process
• Ensure they work closely with
CRT and have same
expectations
COPYRIGHT: State of NSW through NSW DET
2007
10. Working together- home and school
At school- teachers can At home- parents can
• Promote digital citizenship
through the school newsletter
and stage newsletters
• Set homework tasks that
encourage parents to work
with students where possible
• Provide workshops for parents
and carers to increase their
knowledge and understanding
of digital citizenship
• Ensure they know what their
children are accessing via
monitoring usage
• Participate in school events to
learn more
• Encourage their children to
follow digital citizenship
guidelines and work with the
school
http://www.teacherclipart.com.au/pr
oducts/search/name:computer
11. In conclusion...
• What are your professional responsibilities?
• How confident are you in teaching these skills to
our students?
• What will you do now to prepare yourself ?
12. Recommended Readings
For further information For teaching and learning
• Smartcopying
http://www.smartcopying.edu.a
u/scw/go
• Creative Commons
http://creativecommons.org/
• Rethinking Plagiarism in the
Digital Age
Evering & Moorman (2012)
• All Right to Copy?
http://www.smartcopying.edu.a
u/scw/all-right-to-
copy/artc/index.htm
• Sites2See
http://lrrpublic.cli.det.nsw.edu.a
u/lrrSecure/Sites/LRRView/8
587/
13. References
Australian and New Zealand Institute for Information Literacy (ANZIIL)and Council of Australian
University Librarians (CAUL) 2004: Literacy Framework- principles, practice and standards:
Adelaide
Australian Curriculum and Reporting Authority (ACARA) (2013) ICT General Capabilities, Retrieved from:
http://www.australiancurriculum.edu.au/GeneralCapabilities/Information-and-Communication-
Technology-capability/Organising-elements/Organising-elements on 18/4/13
Banerjee, G. (2010) teaching Students Personal and Social Responsibility. An “Engaged Pedagogy” with
Instructional technologies. In D.Gibson & B. Dodge (Eds), Proceedings of Society for Information
Technology and Teacher Education, International Conference , pp. 2156- 2161: Chesapeale: VA: AACE.
Retrieved from http://www.editlid.org/p/33682 on 11/4/13.
Ercegovac , Z. (2009) Plagiarism of Print and Electronic Resources. In Encyclopedia of Library and
Information Sciences, Third Edition. Taylor and Francis: New York, Published online: 09 Dec 2009;
4206-4215.
Everingham, L.C. & Moorman, G. (2012) Rethinking Plagiarism in the Digital Age. Journal of Adolescent
and Adult Literacy; 56 (1), pp. 35-41.
14. References continued
Farmer, L. (2011) Teaching Digital Citizenship, In Proceedings of Global Time, pp. 291-
296: AACE. Retrieved from http://www.editlib.org/p/37093 on 11/4/13
Johnson, D. (2009) Creative Commons and Why It Should Be More Commonly
Understood: Library Media Connection; May/June, pp. 56-57
Kutz, E., Rhodes, W., Sutherland, S., & Zamel, V. (2011) Addressing Plagiarism in A
Digital Age. Human Architecture: Journal Of The Sociology of Self-Knowledge, 9(3),
pp. 15-35
Ma, H., Wan, G. & Lu, E. (2008) Digital Cheating and Plagiarism in Schools, Theory
Into Practice, 47:3, pp. 197-203 Retrieved from:
http://www.tandfonline.com.ezproxy.csu.edu.au/doi/full/10.1080/00405840802153
809 on 17/4/13
Smartcopying (2013) Retrieved from http://www.smartcopying.edu.au/scw/go
on 12/4/13
15. References
State of New South Wales, Department of Education and Communities (2012)
Sites2See: NSW Curriculum and Learning Innovation Centre: Strathfield
State of NSW through the NSW Department of Education and Training
(2007), The Information Skills Process: Retrieved from
:http://www.curriculumsupport.education.nsw.gov.au/schoollibraries/teac
hingideas/isp/index.htm. Accessed on 4/4/13
Teacher Clip Art: http://www.teacherclipart.com.au/products/search
Zafron, M. (2012): Good Intentions: Providing Students with Skills to Avoid
Accidental Plagiarism, Medical Reference Services Quarterly, 31:2, 225-229
Editor's Notes
Run through the four ideas that will be explored briefly!
Ask for ideas of what constitutes plagiarism as experienced in the school setting.Plagiarism is when a student (in our case) uses someone else’s ideas or words in their work and pretends they are their own. If a student uses a lot of someone else’s words without permission, copyright infringement may also occur. (Smartcopying 2013) http://www.smartcopying.edu.au/scw/go/pid/1016)It is the act of stealing and passing off another persons work as one’s own. There is a difference between plagiarism and copyright infringement- plagiarism allegatiosn can be much more damaging to a person than copyright infringements Plagiarism is a moral issue which is at the heart of educational sectors- (Ercegocav 2009)Plagiarism is a complex issue which is socially constructed, what actually constitutes plagiarism can be be differentiated according to one’s ethicsPlagiarism is not universally accepted, for example the AmishCurrent concept of plagiarism is largely a western issue (Fishman 1981 in Evering & Moorman 2012)Copyright refers to the rights surrounding creative works such as text, artistic works, music, sound recordings and films. Copyright owners can prevent others from reproducing their materials without permissionIn Australia copyright protection is automatic. A work does not have to have a copyright notice on it for it to be copyright protected.Smartcopying (2013)
Why do students plagiarise using digital means?Because they don’t know it is plagiarising (improper citation)Lack of maturityLazyLack of experience with a particular taskLack of interest in the taskObservation of peers’ behaviourPressure to earn good marks for the task(Evering & Moorman 2012, Banerjee 2010)English is not their first language- could be a factor in our school with 75% Non English Speaking BackgroundPoor time managementPoor notetaking skills(Zafron 2012)What constitutes plagiarism, what will it look like in our students?The Smartcopying (2013) website is designed for Australian schools and has topics such as What is copyright?Copyright teaching resourcesAudio-visual resources on Web 2.0Artistic works and photographsComputer programsFilm and DVDInternet and multimediaMusical worksAnd much more
Students need to be explicitly HOW to access, synthesise and use information, be socially responsibleNeeds to be across the curriculum- TL is in perfect position to work with CRT on thisThat all staff and students are on the same page with digital citizenship- same expectations and consequences for not following guidelines- need for a school wide policy and responsibilities (Farmer 2011)Learners need to know their digital rights as well as their responsibilitiesTo be able to self-identify inappropriate digital behaviours- possible way is through case studies(Farmer 2011)Be involved in group discussion around identifying inappropriate behavioursMany ‘younger generation’ students do not take the idea of ‘intellectual property’ seriously because so much material has been freely available in the WWW since their early childhood (Banerjee 2010)T
Teachers can make a difference in class and through online by making frequent reference to core values and principles, asking questions and encouraging multiple perspectives (Banerjee 2010)Teachers need to work with students and parents toconform with conventions and etiquette related to access to, and use of information• demonstrate an understanding of what constitutes plagiarism and correctly acknowledges the work and ideas of others• participate in electronic discussions following accepted practices eg Netiquetterespects the access rights of all users and does not damage information resources• obtain, store, and disseminate text, data, images, or sounds in a legal manner• demonstrate an understanding of intellectual property, copyright and fair use of copyrighted material[Australian and New Zealand Institute for Information Literacy (ANZIIL) and Council of Australian University Librarians CAUL:2004)]Students should be engaged in learning which is relevant and interesting. Some of the research indicates students plagiarise because the topic is boring and they just want to get the task done quickly (Ma, Wan and Lu 2009; Farmer 2011; Kutz, Rhodes, Sutherland & Zamel 2011)Teachers need to work with parents and students to combat digital plagiarism. Peer and social culture can play an important role. (Ma, Wan and Lu 2009)
Schools have a very influential role in regards to teaching about digital plagiarism. Prevention techniques include:A school policy, explicit teaching of citation techniquesAct as a role modelAvoid standardised testing, that is teachers should avoid setting it! (Granitz & Loewy in Ercegovac 2009)
Sites2See Available at: http://lrrpublic.cli.det.nsw.edu.au/lrrSecure/Sites/LRRView/10457/ Accessed on 17/4/13 Following resources are available through the intranet, students can access and work through the sessions.All right to Copy? Series of videos with different scenariosLinks to free photos, videos and imagesLinks to learning more about copyright such as moral issues, copying images and what students can do on a blog or wikiCreative CommonsInfo about the creative commons symbols and what it is. Link through Sites2SeeCreative Commons is a system that allows creators of original works to specify how they can be used. Refer to what each means.
The Information Skills ProcessState of NSW through the NSW Department of Education and Training (2007)http://www.curriculumsupport.education.nsw.gov.au/schoollibraries/teachingideas/isp/index.htm. Accessed on 4/4/13ACARAICT General CapabilityBy the end of Year 6- Recognise intellectual propertyStudents should be able to:identify the legal obligations regarding the ownership and use of digital products and apply some referencing conventions eg.listing all sources, authors names and URLs of information they use By the end year 8- Recognise Intellectual PropertyStudents should be able to:apply practices that comply with legal obligations regarding the ownership and use of digital products resources eg. naming sources, avoiding plagiarism, knowing what may or may not be copied, checking for permissions and legal obligations before publishing of work ACARA (2013) http://www.australiancurriculum.edu.au/GeneralCapabilities/Information-and-Communication-Technology-capability/Organising-elements/Organising-elements
At school teachers can promote the use of Creative Commons for students to share their own work and creations. By making students share their own content, they become more aware of the idea of intellectual property (Johnson 2009)Encouraging students to teach their parents and carers about how to cite correctly. By training and sharing responsible technology use students will be empowered as they apply their digital citizenship skills (Farmer 2011)Examples of newsletter items, P&C information nights and cybersafety at home