Intellectual Property & Technology

I have been very quiet for quite some time. Today, however, inspired me to ponder a "technology in the classroom" question, so I decided to do so where others might offer some insight.

At what point does a student's class-generated ideas become intellectual property to be protected? Is an essay always theirs? Is there a point when it becomes "public domain?" I ask because I use Turnitin and have a parent who is concerned about privacy & intellectual property. I don't have any answers, as I've never considered this side of things. My intent with using Turnitin is to reduce accidental plagiarism in our easy-to-access-anything world. It is also to reinforce the value of finding your own ideas & your own voice. However, in using the site, students are submitting their information to the larger, potentially unprotected, world. Yet, they do just that whenever they blog or make a wiki or post on Facebook. What is the role of the school in the Web 2.0 era? Does the concern about privacy negate the value of the learning tool? Again, I have no answers, just a lot of questions.

Thoughts?

How Twitter Will Change the Way We Live

One of the teachers in my building brought an article from TIME Magazine to my attention recently: How Twitter Will Change the Way We Live. We plan to use the article as part of our Fahrenheit 451 unit, which is focused on technology and society. I am curious to hear how my students feel about this topic, both before and after reading this and other related materials. One of the things that I want to draw their attention to is the fact that our district is now on Twitter. While I am a bit of a technology nut, I have chosen not to join this 140-characters-or-less publication site. I wonder how many of my students "tweet," and if it is meaningful for them, or for their parents, to follow their school on Twitter. I know that this short post is a bit disjointed, but my ideas are still forming. School starts in a week, and my brain is still spinning. We'll see how this unit goes! :-)

Blogging in the Classroom

As I reflect on the last school year and prepare for the next one, I find myself considering how blogging did and could work in my classroom. This past year, all of my Media Lit. students blogged. I tracked their posts in Google Reader and assigned standard journal grades. Here are some of the things that I noticed:

1. I did not see a marked increase or decrease in the number of students who did the work. Most of my seniors wrote something, although there were still those who just didn't do it.
2. I did find that it was easier to have students make up missing blogs, as all of the topics were posted online. At the end of the semester, I had two students who had not written a single blog post, even after several interventions. Both students were going to fail without this semester long assignment, so I called home (again) and gave them one more shot. It was really nice to be able to say "go to X address and email me when you've responded to all of the topics." Upon receiving their emails, I simply logged into to Google and read their posts. They both passed, without a single "I don't know what to do" or an exchanged paper.
3. There are a lot more students who don't know how to use blogging sites than I expected. I spent more time troubleshooting with some students, which bogged down things on my end. However, once they figured out how to blog, it simply became a "normal" assignment.
4. Students paid no more attention to their writing skills than they did on paper.
5. Some students really got into using the online tools. They personalized their sites, inserted links to relevant sites, found images to include, and actively commented on their classmates posts. :-)

This brings me to a major snag. One of the key factors in using blogs in the classroom is the interaction between students that it creates. I assigned commenting, which some students did do. I read some very insightful, engaged comments. A few students even ended up with threads of conversation, as intended. However, Google Reader does not track comments made on Blogger--at least not as far as I have discovered. This means that I can't easily track who is and who is not commenting, which makes grading comments very, very time consuming and difficult. Without the tangible incentive, most students don't bother to do the extra work. Honestly, I don't blame them.

So, how do I use the blogs as more than just an electronic journal?

One thought that is still stewing in my brain: Create cohorts within or between classes. Blogger allows you to have more than one administrator, so a team of four or five (larger? smaller?) could have one blog. They could rotate who is responsible for the initial post, then converse about that post. I would then track less blogs, which would make grading comments easier.

Another thought: I could play more with WordPress, as the comments posted there do show up in Google Reader. I am much more comfortable with Blogger, and feel like it is more student user-friendly.

I need to do more research about what other teachers are doing to make blogging an effective educational tool, as well. One thing that I think is invaluable about blogging, regardless of the other dilemmas: If my students don't know how to use Web 2.0 interfaces, or if they only see them as social networking tools, they will be at a disadvantage in the work force. If nothing else, teaching my students to blog empowers them to use the communication tools of the online age.

"First" Blog: Inside the White House

At noon on the 20th of January, a new president was sworn in to office. At about the same time, the White House's website updated to mirror the ideals of the new resident of the most iconic house in government. This, in and of itself, isn't very interesting. However, the blog that takes up a reasonable amount of space on the home page is fascinating. 

I wondered how the Facebook Campainger would adjust his technological style once taking office. Some have commented that his stint online would be stopped, due to security issues and such. I wonder no more. The generation raised online threw their weight behind the candidate who meet them where they were. Now, his office will speak to them where they still are: online. This is the Web 2.0 president. Whether or not he will live up to all of the hopes and dreams of Americans desperate for change or not, he will at least move the White House fully into the Information Age!