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Educational Technology and Mobile Learning

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January 2, 2018
The power of Google search engine lies in its hidden features. Getting precise search results requires much more than simply comping up with a random search query and hitting 'I am feeling lucky' button. Google search is a skill that needs to be explicitly taught to students. To this end we are sharing with you this handy visual that features some practical tips to hone in your Google search skills and enable you to effectively search for and find digital content using a wide variety of specific symbols and words. For more tips and resources on how to use Google search engine, check out Google Search Help.

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Some Very Good Google Search Tips Students Should Know about

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January 2, 2018 The power of Google search engine lies in its hidden features. Getting precise search results requires much more than simply comping up with a random search query and hitting 'I am feeling lucky' button. Google search is a skill that needs to be explicitly taught to students.

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On this page, you'll find Search Literacy lessons and A Google A Day classroom challenges. Our search literacy lessons help you meet the new Common Core State Standards and are broken down based on level of expertise in search: Beginner, Intermediate, or Advanced.

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Five Steps to Teaching students how to research and filter information.

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Five Steps to Teaching students how to research and filter information.

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Five Steps to Teaching Students How to Research and Filter Information by Kathleen Morris 2020.pdf

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Plagiarism and copyright infringement are not new in the education world. However, it wasn't so long ago that students mainly needed to know that they shouldn't copy from textbooks or other students.

Then things started to get digital.

When I was in high school in the 90s, there was an issue with some students copying their assignments from Encarta! (Who remembers that Microsoft CD-ROM?). Then things got a lot more complicated when the internet started to become mainstream.

The internet and the digital era has changed the world. Information, images, video, and all sorts of other content is at our fingertips. It's so easy to grab an image or text and weave it into your work, perhaps without even knowing you're doing the wrong thing.

Teachers often turn a blind eye to misuse. Sometimes because they don't know it's wrong. But perhaps more often because they find the idea of teaching about copyright and Creative Commons overwhelming.

It doesn't have to be.

Maybe you and your students have a basic understanding of copyright and Creative Commons but you don't know how to put it into practice?

I'm here to help. I've come to realise over the years that these terms are nothing to be afraid of and you don't need to be a legal expert to master the basics.

(I'm certainly not a legal expert so let me know if you can suggest any amendments).

What's in this post?

This post will help you understand these key terms:

Copyright

Public Domain

Creative Commons Zero

Creative Commons (and the 6 licenses)

While these terms apply to all sorts of content (images, text, video, audio etc.), many of our examples will be about images. When it comes to digital work, there tends to be an endless need for images that teachers and students can use.

You'll learn why teaching about these topics is important and how to go about it.

You'll also find two free posters for your classroom that you can print and share!

Copyright, the Public Domain, and Creative Commons

You might have heard of these terms but find them confusing. Don't worry, the basics are easier to make sense of than you might think.

Here is a simple comic I created that might be useful for your classroom or colleagues. Read on to find out more about these terms.

What is Copyright?

Copyright means the person who created the work does not allow anyone to use it - or, they get to choose how it's used. Everything that's published online is protected by copyright by default. That includes images, writing, music, podcasts, videos, and so on.

Copyright isn't just for professionals. It automatically applies to everyone. It's one of your rights as a world citizen.

You don't have to do anything to copyright your own work although you can display a copyright symbol © and the year.

Copyright owners have certain rights such as the right to:

make copies of their work (print/digital etc.)

give out copies of their work

publish their work or display it publicly

adapt their work and make derivatives

perform the work in public (if it's music, a dance, or a play, etc.)

What can't be copyrighted?

Some things aren't protected by copyright - these include ideas, titles, ingredients, methods, and facts.

For something to be copyrighted, it needs to be in a tangible format.

For example - you might have a great idea for a story about a unicorn dance contest. If you write the story, then that work would be protected by copyright. However, other people can still write about dancing unicorns too. You can't own an idea.

What is the Public Domain?

While everything someone creates is protected by copyright, that protection doesn't last forever.

After a certain amount of time, the work enters the public domain. Usually, that's 70 years after a creator passes away (or sometimes, 70 years after it was published). When something is in the public domain it means the work is owned by the public and you don't have to get permission to use it.

What is Creative Commons Zero?

Some creators are happy to give their work to the public domain right away so others can use it without permission. The creator gives their work a special license called Creative Commons Zero (CC0). You can read more about CC0 here.

What is Creative Commons?

Creative Commons means the person who created the work does allow people to use it IF they agree to certain terms, called licenses. It saves you from having to ask a creator for permission when you want to use their work - constantly asking permission and agreeing on terms would be a hassle for both you and the creator!

Creative Commons is the international organisation that made this system possible.

Every creator decides how to license their own work. There are 6 licenses to choose from.

Summary Table: Six Creative Commons Licenses

Here's a quick summary I created to simplify the licenses.

Feel free to use this poster in the classroom or share it with colleagues.

You can learn more about Creative Commons Licenses here.

Can Anyone Add a Creative Commons License to Their Work?

You don't have to be anyone special to add a Creative Commons license to your work.

It's something students, teachers, or anyone can do when they're publishing online. In fact, it's a good idea because it encourages people to share your work without the hassle of having to ask you for permission.

If you want to give your own work a license but you're not sure which one to give it, this tool helps you choose.

A Note on Fair Use

Have you heard of the term "fair use"? It means that even if a piece of work is protected by copyright, you can use some of it in certain situations without asking permission.

Some teachers are under the impression that because they work in education, they're allowed to use images, videos, audio, text etc. however they'd like. They assume this is considered "fair use".

Like a lot of legal topics, it's not as simple as that and unfortunately, there aren't any magical rules that explain exactly how fair use applies.

All the content you find and want to use isn't free to use just because you're a teacher or a student.

It's important to note that this might depend on where you live. For example, the Australian Copyright Council tells us that,

Unlike US copyright law, Australian law does not have a general "fair use" defence.

As the US site Teaching Copyright points out,

Fair use is decided by courts on a case-by-case basis.

So you don't exactly know whether fair use is allowed unless the case is presented in a court.

Fair use can be difficult to understand. The main points to remember are:

You can't assume your use of copyright content will come under "fair use".

If in doubt, find another piece of content (e.g. Creative Commons) or ask the copyright owner for permission.

Fair use is a topic I'd like to learn more about. What can you add? Please leave a comment and let me know!

Creative Commons Images and Attribution

As we saw, there are 6 Creative Commons licenses. Remember, while we're talking about images, Creative Commons licenses don't only apply to images.

When you use an image with a Creative Commons license, you have to attribute it in a particular way. Attributing just means saying what the work is, who made it, where it's from etc.

The acronym TASL can help us remember what to include.

Learn more about best practices for attribution here.

Using Images That Don't Require Attribution is Easier

When you use work with a special license called Creative Commons Zero, you don't have to attribute the work. This is because the creator has released it to the public domain.

So, if you go to a site with CC0 images like Pixabay, Pexels, or Unsplash, you can download the photo and use it however you like. You don't have to say where it's from, however, it's still good online etiquette to do that if you can.

Many teachers find it time consuming to teach their students about all the licenses and how to attribute. So, for a legal shortcut, they find it's easier to send them to sites that don't require attribution. These are the sites I reviewed in a previous post. There are lots of sites but they're not all created equal.

Should You Teach About Attribution?

While you don't necessarily have to teach about attribution if you're using the sites mentioned above, I do think it's a good idea to teach your students about the following concepts:

Copyright

Creative Commons (and the 6 licenses)

How to source and attribute Creative Commons images

Public Domain and Creative Commons Zero

Why is it a good idea to cover all these concepts? Why not just keep directing students to copyright free sites? Well, it's an important part of being a digital citizen. Students are probably going to be consumers and creators of digital works for the rest of their lives.

The philosophy of the Creative Commons organisation is worth adopting. It promotes a culture of sharing, re-mixing, creativity and building on other creators' work. This culture can be beneficial for everyone in and out of the classroom.

What Age Should You Teach Students About Attribution?

This is up to you and depends on your students. I used to teach some of my grade two students (age 7 and 8) about it as they were ready. I know many students of this age are definitely not ready, however, it's never to young to share the key message that you can't use any image you find on Google for your own work.

Certainly, by the later years of primary school I think it's a good idea to cover these important topics.

In an ideal world, you'd have a whole school scope and sequence in place that outlines how these concepts will be covered from K to 6 and beyond.

The great thing about this topic is you'd be teaching it in context. So if you were having your students make a slideshow, you set aside some extra time in the initial lessons to help them learn about where and how they can find images.

The initial investment in time pays off as you'd then just have to revise these concepts for future projects and activities.

Why is Copyright and Creative Commons Important in Schools?

There are many reasons why it's important for students to have a basic understanding of copyright and Creative Commons.

Firstly, we want them to work in a way that's legal and ethical. Not just in their school but in their everyday lives and future careers.

We're living in a time where everyone can publish. This new norm has brought about exciting opportunities and new challenges. How do we embrace this culture of publishing, creating, sharing, re-mixing while being respectful of others? It starts with a solid understanding of copyright and Creative Commons.

We also want students to develop digital fluencies. For example, when students are searching for a Creative Commons or public domain image, they don't want to spend more time than is necessary sourcing the image they need for their work. This interrupts their workflow and takes them away from their bigger goals. An investment in time in developing this fluency will pay off.

Final Thoughts

Helping your students to understand copyright and become fluent in finding and sharing digital resources is an important skill. It will set them up to be an excellent digital citizen both in and out of the classroom.
What can you add to the conversation about copyright and Creative Commons? How do you cover these topics in the classroom? Please scroll down to find the comment box. I'd love to hear from you.
Short On Time? Get My Free eBook

💡 Want a free eBook to learn the basics of copyright, Creative Commons and finding free images? Just enter your email address here and I'll send it to you.

The eBook is an extension of the information in this post plus a number of printable posters you can use in your classroom.

Further Reading
Free Images, Copyright, And Creative Commons: A Simple Guide For Students And Teachers Find Free Images For Students On Photos For Class 5 Tips for Teaching Students How to Research Online and Filter Information Teaching Digital Citizenship: 10 Internet Safety Tips For Students (With Posters)
Feature photo by John Schnobrich on Unsplash

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A Beginner's Guide To Copyright And Creative Commons (Simple Explanation For Teachers And Students)

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Are you confused by terms like copyright, public domain, and Creative Commons? You don't need to be a legal expert to master the basics. Find out what these terms mean and how to teach them in the classroom. Help your students become good digital citizens and creators.

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4 Fake Sites to Teach Students Website Evaluation

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As adults we (hopefully) know that not everything online is true. For our students though, this is a concept they need to learn. Stude…

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7 games to teach kids fact-checking

In this newsletter, we spend a lot of time highlighting how misinformation is a global problem. To that end, fact-checkers and others are trying to promote more media literacy worldwide - and some of those efforts are quite fun.

In the past few years, several games aimed at teaching people fact-checking skills and how to spot misinformation have launched. They range from putting users in the shoes of fake news generators to simulating what it's like to be a broadcast reporter deciding which sources to trust.

"If what you're trying to do is increase the agency of students, the interactivity of an online game is educationally or pedagogically useful," she said. "The assumption was that it was a better way to engage them and do something important."

Here are seven games we think anyone interested in media literacy should try.

Developed by a master's student at Indiana University, Fakey is a game similar to iReporter. It simulates a social media news feed, where users are asked which posts they'd like to share, like or fact-check. Users score points by sharing content from credible news outlets and fact-checking questionable sources.

This online simulation from the Annenberg Public Policy Center and iCivics, an education nonprofit, aims to teach people how to evaluate sources online. Users pick their own avatar and are tasked with choosing which posts to curate on their website and which to investigate.

Finally, we're partial to this role-playing card game developed by the IFCN for International Fact-Checking Day on April 2. It takes place in a fictional country where players have to operate a newsroom and verify 25 different news items that will inform editorials published on the day of an election.

. . . technology

What's more problematic, the troll or the content? Fact-checker and writer Brooke Binkowski wrote in USA Today this week that tech companies "banning individual trolls is about as effective as a Band-Aid on a sucking chest wound."

Facebook has more than 50 fact-checking partners in a variety of different countries around the world. But as Frontier Myanmar magazine pointed out this week , there are none currently operating in Myanmar - where misinformation has contributed to the ongoing Rohingya Muslim refugee crisis.

. . . politics

Slate published a story about how congressional attempts to regulate against deepfake videos are flawed. "Congress' haste is written all over the two bills already introduced," Nina Iacono Brown wrote. Meanwhile, Nieman Lab published a story about how governments that are legislating against misinformation "risk stifling real journalism."

. . . the future of news

Misinformation is among the factors contributing to the dangers that journalists face today, Jane Martinson wrote in the Guardian this week . " Lies also lead to physical rage," she said, noting that during the recent elections in India, the BBC identified at least 25 lynch mob deaths after fake rumors spread on social media.

Have you heard about that new study showing mankind has little effect on climate change? If so, you were probably watching Fox News, or reading InfoWars or Breitbart or any number of conservative outlets that amplified the research from Finland, which concluded that clouds are the real culprit.

"This means that this article has not been peer-reviewed, so there is no guarantee to its credibility," Climate Feedback noted.

Nobody breaks down the science like Climate Feedback, or, we should say, their scientist contributors. That is the site's method - a crowd-sourced review from a community of scientists with relevant expertise to the topics covered.

In this case none of the scientists held back. "Deeply flawed," one called it. Another said it "would not pass peer review." A third said: "Utterly unjustified." And it goes like that for seven scientists in a row.

The bottom line, one of them noted, is that websites promoting the paper are ignoring the "well-documented scientific consensus that human activities have made a substantial contribution to the observed warming of the Earth's surface."

What we liked: A layperson or journalist who doesn't cover science might not understand all the technical explanations for why the paper is flawed. But Climate Feedback makes it as clear as possible, with plain-English explanations, and a "key takeaway."

(Note: Climate Feedback is part of Science Feedback, a signatory to the IFCN's Code of Principles . It also happens to be hiring a managing editor.)

1. First Draft interviewed the head of a Czech fact-checking project on the state of misinformation in the country. Elsewhere, The Japan Times profiled the work of FactCheck Initiative Japan ahead of an election next week.

2. You might have noticed that German Chancellor Angela Merkel has had a slight tremor recently. The IFCN wrote this week that fact-checkers are closely monitoring conspiracies about it.

3. The Philippine Daily Inquirer reported that a senator has filed a bill seeking to criminalize the creation and spread of "false information."

Support high-integrity, independent journalism that serves democracy. Make a gift to Poynter today. The Poynter Institute is a nonpartisan, nonprofit organization, and your gift helps us make good journalism better.
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Daniel Funke is a staff writer covering online misinformation for PolitiFact. He previously reported for Poynter as a fact-checking reporter and a Google News Lab...

Daniel Funke

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Want to be a better fact-checker? Play a game - Poynter

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In this newsletter, we spend a lot of time highlighting how misinformation is a global problem. To that end, fact-checkers and others are trying to promote more media literacy worldwide - and some of those efforts are quite fun. In the past few years, several games aimed at teaching people fact-checking skills and how to spot misinformation have launched.

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E-rate is complicated. But complying with CIPA's educational requirements doesn't have to be.

Common Sense Education created this toolkit to help your district or school address the Internet safety, appropriate online behavior, and cyberbullying topics E-rate recipients need to teach to students. Use it to guide your efforts in the 2015-2016 school year.

Like what you see? Share this resource with your colleagues and register as an educator to stay in touch with Common Sense.

Additional Information About E-rate

Universal Service Administrative Company (USAC) administers the E-rate program, and you may want to bookmark this site if you haven't already done so. The archived training sessions available on their site are a great way to get up to speed on all aspects of managing an E-rate program.

E-Rate Central has a wealth of information about managing this program, including resources to help navigate the regulations related to educating students.

Share Your District's Policy

One of the top questions we get from administrators is about spotlighting best practices in writing and updating Internet safety policies per CIPA guidelines. This isn't Common Sense Media's area of expertise, but we know it is yours, and we'd love to help spotlight some best practices from the districts in our educator community.

Please email us if you are willing and able to share your district's Internet safety policy to help guide others. Check back here for updates in the coming months!

This toolkit is designed to help your school or district comply with E-rate and CIPA legislation. This does not constitute legal advice. Your own lawyers will need to review the materials and recommended verification plan outlined in this toolkit to ensure it meets your district's standard for E-rate certification. Common Sense Media accepts no liability in the event of a district audit.

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Common Sense on E-rate and CIPA: Toolkit for Administrators | Common Sense Education

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E-rate is complicated. But complying with CIPA's educational requirements doesn't have to be. Common Sense Education created this toolkit to help your district or school address the Internet safety, appropriate online behavior, and cyberbullying topics E-rate recipients need to teach to students. Use it to guide your efforts in the 2015-2016 school year.

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Common Sense Education provides educators and students with the resources they need to harness the power of technology for learning and life. Find a free K-12 Digital Citizenship curriculum, reviews of popular EdTech apps, and resources for protecting student privacy.

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News Literacy Resources for Classrooms | Common Sense Education

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A best-of-the-best collection of resources for teaching and learning about news literacy.

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The FCC's E-Rate program makes telecommunications and information services more affordable for schools and libraries. With funding from the Universal Service Fund ( fcc.gov/general/universal-service-fund), E-Rate provides discounts for telecommunications, Internet access, and internal connections to eligible schools and libraries.

The ongoing proliferation of innovative digital learning technologies and the need to connect students, teachers and consumers to jobs, life-long learning, and information have led to a steady rise in demand for bandwidth in schools and libraries. In recent years, the FCC refocused E-Rate from legacy telecommunications services to broadband, with a goal to significantly expand Wi-Fi access. These steps to modernize the program are helping E-Rate keep pace with the need for increased Internet access. (Learn more about modernization of the E-Rate program: fcc.gov/e-rate-update.)

What benefits are available under the E-Rate program?

Eligible schools and libraries may receive discounts on telecommunications, telecommunications services, and Internet access, as well as internal connections, managed internal broadband services and basic maintenance of internal connections.

Discounts range from 20 to 90 percent and are based on the poverty level of the schools. Rural schools and libraries may also receive a higher discount. Recipients must pay some portion of the service costs.

See the list of eligible services at usac.org/e-rate/applicant-process/before-you-begin/eligible-services-list/.

How does the E-Rate program work?

An eligible school or library (see eligibility definitions at usac.org/e-rate/applicant-process/before-you-begin/school-and-library-eligibility/) identifies goods or services it needs and submits a request for competitive bids to the Universal Service Administrative Company (USAC). USAC posts these requests on its website for vendors to bid on. After reviewing the vendors' bids, the school or library selects the most cost-effective eligible products and services using price as the primary factor. It then applies to USAC for approval for the desired purchases.

Next, USAC issues funding commitments to eligible applicants. When a vendor provides the selected services, either the vendor or the applicant submits requests to USAC for reimbursement of the approved discounts.

The bid request and competitive bidding processes must comply with FCC rules and also state and local procurement requirements.

How are schools and libraries in my area benefiting?

To find which schools and libraries in your area benefit from E-Rate, use USAC's search tools to view public E-rate data, including commitment and other funding tools, at usac.org/e-rate/resources/tools/.

How are requests prioritized?

If demand for E-Rate money is greater than the available funds, funding is allocated first to the highest poverty schools and libraries, then the next-highest poverty applicants, and so on.

How much funding is available?

In 2014, the FCC's the Second E-Rate Order increased the cap for the program to $3.9 billion in funding year 2015, indexed to inflation going forward. The funding cap for funding year 2021 is $4.276 billion.

Does the E-Rate program duplicate state and local efforts?

The FCC's plan complements the efforts of states and localities to bring advanced telecommunications and information services to schools and libraries. When the E-Rate program was established in 1996, only 14 percent of the nation's K-12 classrooms had access to the Internet.

Printable Version

E-rate: Universal Service Program for Schools and Libraries (pdf)

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E-Rate: Universal Service Program for Schools and Libraries

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The FCC's E-Rate program makes telecommunications and information services more affordable for schools and libraries. With funding from the Universal Service Fund ( fcc.gov/general/universal-service-fund), E-Rate provides discounts for telecommunications, Internet access, and internal connections to eligible schools and libraries.

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What is eRate?

? It is the generally used term for the Universal Service Fund's Schools and Libraries Program. It is directed by the USAC or Universal Service Administrative Company under the management of FCC or Federal Communications Commission.

The E-Rate program offers discounts in order to help most libraries and schools in the United States and to get affordable Internet access and telecommunications. It is among the four support curricula sponsored through a Universal Service bill charged to corporations which provide international and/or interstate telecommunication services.

The E-Rate program maintains connectivity through the Internet and/or the pipeline or conduit for communications through telecommunication services. Sponsorship is called for under 4 service categories: basic maintenance of inner connections, Internet access, telecommunication services, and internal connections.

The support discounts depend on one's poverty level and the rural or urban condition of the population served. These discounts range from 20 to 90 percent of the expenses of qualified services. Qualified libraries, schools, and school districts may apply as part of an association or individually. Applicants for E-Rate should provide extra resources including professional development, software, end-user equipment such as telephones and computers, and other necessary elements in using the connectivity sponsored by the E-Rate program.

What is eRate's impact? It is hard to determine the efficiency of E-Rate, which has little errors and extensive goals. Yearly appeals for E-Rate sponsorships almost tripled the FCC's limit of $2.25 billion. In year 2005, more than 100,000 schools participated in the E-Rate program. In 2003, almost half of the funds went to the schools where over half of all students receive lunches with reduced costs.

Surveys with the Department of Education showed that from years 1994 to 1999, the Internet use in public schools increased from 35 percent to 95 percent and 3 percent to 63 percent in classrooms. This phase overlaps with the increase in Internet use across the world, and briefly with the presence of E-Rate. Thus, it isn't possible to casually relate the two.

On the other hand, other facts do suggest a connection. Studies have proven that the E-Rate funds had a direct influence on classroom Internet access in 4 cities. An assessment of E-Rate in California showed a 68 percent rise in classroom Internet access for each teacher, but could not make out any influence on the students. However, another study using regression technique showed that the E-Rate program in Texas schools has a positive effect on college admission rates, graduation rates, test scores, and such.

How about eRate criticisms? Aside from the incorporation issue, E-Rate has encountered legal disputes from 11 states and 6 telecommunication corporations. A company complaint regarding the E-Rate program's contribution method was averred. Because the USF bill collection is authorized by the federal government, the OMB and CBO consider the collected bills to be federal revenues, while the funds paid for discounts are considered federal outlays. But, only the USA House of Representatives is allowed to introduce revenue-producing measure. Moreover, the authority to ascertain user bills may be passed on to executive bureaus. However, the authority to tax may not. In the end, the court concluded that the FCC collection of the USF bills did not breach any law.

Some Congress members objected to the method and level of funding supplied by the FCC to the E-Rate program. They deemed the $2.25 billion budget and the inclusion of inner connections as undue and unsupportive to the resources required to attain other features of universal service. Plenty of other parts of the legislation have been established, suggesting keeping the E-Rate program but changing its funding system in order to avert a direct effect on the local phone service.

More Erate Information

E-rate Central- The most complete resource available.

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It is the generally used term for the Universal Service Fund's Schools and Libraries Program. It is directed by the USAC or Universal Service Administrative Company under the management of FCC or Federal Communications Commission. The E-Rate program offers discounts in order to help most libraries and schools in the United States and to get affordable Internet access and telecommunications.