Unit 7 c3

Each of the 3 topics should be no less that 250 words, APA format, and each have at least 2 references.
Topic 1: Apply to Practice: Legal Issues
Copyright in the classroom is an often misunderstood issue. It is complicated because copyright legislation continues to change as new technologies and ways for creating and sharing information evolve, and appropriate copyright practices are not set in stone but are instead determined by judges through legislation. For this activity, you’re to review TWO (2) online resources to help you better understand copyright issues. These resources may be related to teacher or student use of copyright-protected materials.
To get you started, I’ve identified several popular sites from past classes in this LiveBinder site: (Access key: EFT5002). These are the best of the best from former students. You can select both of your sites from this LiveBinder or you can add ones you find. If you add new ones, they should specifically and clearly address the use of copyright-protected materials in the classroom, not general copyright law. The best new ones will be added to the site for future classes.
For each resource, make sure you include:
* The name or title of the resource
* The name of the organization that provides the resource
* The URL (copy and paste the URL)
* A description of the resource. Describe the specific legal issue or concern the resource addresses, the types of information and/or services provided, any requirements for use, and any unique information that drew you to review it. If possible, include appropriate grade ranges or content areas the resource may specifically address. You may want to identify which resource, if any, you prefer. If you don’t see yourself using the resource, don’t include it in your review.
* The most significant strengths of the resource
* Weaknesses, if any
This activity is intended to help you find resources to help keep track of the changing nature of copyright and copyright-protected materials in your classroom. It also models another way for you to organize and present trusted material for students, this time through LiveBinders. You can copy this binder if you’d like, or learn to create one on your own. It takes just a few minutes to learn the basics.

Topic 2: Apply to Practice: Safe Use of the Internet
Find at least two examples from the news media in which teachers or students inadvertently took actions that would not have been considered safe use of the Internet. Try to stay focused on classroom use of the Internet or other educational technologies. Describe the situation, any specific details about the type of technology, and the outcomes of the situation. Describe how they could they have been avoided.
Be sure to include appropriate citations for the media sources you use. A URL alone is an insufficient citation.
Describe a specific plan of action for safe Internet practices for your students. Will you rely on a technology solution? Teachable moments? Lesson plans? Guidelines or policies? A combination? Thoroughly describe the strategies you use or plan to use for safe Internet use and all resources you will need to implement your plan. Describe the personal experiences that have helped shape your plan. Please include the age and grade level of the students with whom you normally work to determine if they are accurate.
Topic 3: Portfolio: Lesson plan on safe, legal, and ethical use of technology

Identify one aspect of safe, legal, and ethical use of technology that you believe will be important for your students to learn. Develop a lesson plan that you can use to teach these principles to students at your chosen grade level, or modify a lesson you have found. If you use a lesson you found elsewhere, be sure to cite it appropriately and indicate how you have modified the lesson. Do not simply copy a lesson you find.
Your lesson plan should contain the elements that have been covered in the lesson planning activities throughout the course so far. It should be a technology-based lesson, both during instruction and assessment. You may want to consider using the GAME Plan lesson plan template or one of your choosing. Your lesson plan should include all of the following:
* relevant content and/or technology standards
* the time projected to complete the activity
* a description of prerequisite skills and knowledge, including technology skills
* a description of activities you and your students will do before, during, and after instruction
* a thorough description of the technology used in the lesson and justification as to how it is matched to the lesson
* a description of how learning will be assessed
If you choose to use a lesson plan template, post your finished lesson plan. In red below is previous worked on lesson plan that also incorporates before, during, and after information.
The standards that the students should attain include the ability to identify trends and forecast possibilities, process data and compile the findings in reports, and use diverse processes to explore the available options (ISTE, 2007). The chosen technology for the lesson is a simulation software and conferencing software. The lesson aims to achieve learner autonomy through the identification of the student needs and weaknesses, then molding them to improve hence meeting their educational and social goals. Students will be able to identify their own weaknesses to promote learning (Starkey, 2012).
The active learners’ component will be achieved through active involvement of the students in the activities. The simulation challenges provided will be undertaken by the students in collaborative groups, facilitating high-level discussions. The simulation activities will evolve around issues the students experience in their daily activities both on and off school, hence ensuring a holistic and complex approach. The challenging component of the lesson will be achieved by ensuring that the information required to arrive at the conclusions is not the ordinary information provided in the classrooms. Students are required to be innovative, creative, and apply critical thinking skills to achieve the authentic teaching standards (Starkey, 2012).

The instruction activity for the lesson I discussed in Complete 3 Unit 2 describes the discussion, application and analysis as well as expansion of knowledge learned regarding importance of embracing multiculturalism in schools. Students were told a short story about the need of respecting one another and respecting the culture and religion of everyone. Students are asked about the negative impacts of racism and discrimination in the school and workplace. Students will complete a simple write individually, discussion with colleagues and sharing with the class. Using simulation software such as the microworld, the teacher will record answers that have been provided by the students (Anderson, 2008). The teacher will emphasize on the need of embracing diversity and multiculturalism in the class as well as in the society. Students will be required to utilize the software in order to learn about this topic.
Before, during, and after
One-computer classroom
The teacher will modify the simulation software and proactively prepare the lesson. Visual aids as well as reference table will be available to help the student with learning. Various diagrams, posters and visuals might be printed in advance before the lesson to be used by the students. The school’s TV cart will also be used together with other similar videos that may be accessible in the public library. The students will view various video clips, before examining various visuals presented in the class.
Classroom with five computers
So as to complete the lesson in a classroom that has five computers, the teacher will modify the software to access similar information using the computers. Computers will be used, since the students will be able to access content of the lesson through the web as well as video clips (Anderson, 2008). There will be a computer in each station, with various reference tables with access to various online related references, as well as visual aids having access to numerous images which will be related to the content.
A lab or portable lab setting
Lab setting will allow each student to access the content of the lesson via use of personal computers. This is important as it will help the students to have autonomy (Huang et al, 2012). The teacher will be required to encourage the students to cover the issue as a team and be able to make team decisions, and also discuss with one another and each student explain his or her reasoning.
Learning objective of this lesson
The students should be able to evaluate different informational sources to understand and determine importance of embracing diversity in schools
Previous knowledge
Students will be able to effectively execute the suitable use of classroom computers, reference texts and Promethean Board (Clark-Wilson et al, 2014). Academic language introduced to students before this lesson include appropriate age related terms as well as their meanings. Team work, quick writes and team responsibilities will have established norm of the class.
Prior instruction (15 minutes)
Students will be familiarized with effective and acceptable use of simulation software and computers in a short interactive activity. Time spent on computers will be just a remainder to the majority, though may be new to some. Students will build upon what they understand about the importance of diversity and requested to apply that knowledge to their daily lives.
During instruction
The starting hook will go for about three minutes. Teacher will teach about the importance of embracing diversity and give various examples of the way racism and discrimination has negative impacts to the society. Students will be asked various questions regarding to the topic and requested to discuss with one another as a team. Towards the end of the lesson, the students will be asked to take a major take-away exam for the lesson. The students will also be given a questionnaire to fill regarding their satisfaction with the lesson. I will know if the students used the technology effectively based on discussions, take-away as well as observation (Snowman et al, 2012).
After instruction
After this lesson, students will be required to apply content which they have learned in the class through utilization of simulation software for the presentation and demonstration before the class. The students will be given an opportunity of deciding to work alone or to work together as a team. Examples of tools that will be used include the simulation software, presentation software, charts and even white boards. Adaptation of students to the technology will show understanding of the content, effectiveness of that technology as well as collaboration of students to work together as a team (Clark-Wilson et al, 2014).
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