"How do your students respect intellectual property?"

For this week's blog, I decided to inquire with my colleagues about how they address the issue of intellectual property with their students.

Before delving into discussions with my colleagues, I realized the importance of having a clear understanding of what intellectual property entails. I referred to Wikipedia for a concise definition, which states that intellectual property encompasses legal property rights over creations of the mind, including both artistic and commercial endeavors (Wikipedia). Rebecca Butler in "Borrowing Media from Around the World" further elaborates on this, highlighting various categories such as copyright, patent, trademarks, trade secrets, and brand names (Butler, 2005).

Reflecting on my own practices, I acknowledged instances where I've utilized both non-copyrighted and copyrighted material in my lessons. For example, I've incorporated images from National Geographic magazines and various websites into Science and Social Studies projects for my Grade One students. While I believed these materials enhanced my students' learning experiences, recent discussions prompted me to question whether using such resources was appropriate.

To navigate this dilemma, I turned to the "Code of Best Practices in Fair Use for Media Education," which outlines three fundamental rules to follow when unsure about using someone else's material:

1. Assess the potential for excessive economic harm to the owner of the material.

2. Act reasonably and in good faith with the material.

3. Evaluate whether using the material promotes the advancement of knowledge.

While adhering to these rules provides guidance, it's crucial for educators to teach students about plagiarism and the importance of respecting intellectual property. The landscape of information sharing is evolving, and new norms are emerging. Hence, it becomes imperative to instill responsible digital citizenship in students.

Mike Ribble's "four stage framework" for teaching digital citizenship offers a valuable model for educators to incorporate media literacy education from Grade 1 to Grade 12. This framework encompasses awareness, guided practice, modeling and demonstration, and feedback and analysis. Implementing these stages allows for a comprehensive approach to teaching students about respecting intellectual property and navigating the digital world responsibly.

During discussions with my colleagues, I discovered various strategies they employ to instill the concept of intellectual property in their students. Many primary grade teachers use terms like "fair use" and "copyrighted" when incorporating images or text from the internet and print materials into classroom projects. Additionally, emphasizing the value of students' own work by referring to them as authors and illustrators fosters a sense of ownership and respect for intellectual property.

As I continue to explore ways to teach primary students about respecting intellectual property, I remain committed to following best practices and integrating ongoing discussions about responsible technology use into our curriculum. These efforts will ensure that our students become informed and ethical digital citizens.

The Digital Divide: How relevant is it?

"It is dangerously destabilizing to have half the world on the cutting edge of technology while the other half struggles on the bare edge of survival." - Bill Clinton

The stark reality of the digital divide becomes apparent when considering that while 1 in 2 Americans are online, only 1 in 250 Africans have internet access, and the United States and Canada boast more internet users than Asia, Africa, and Latin America combined (Bridges.org). However, the divide isn't limited to a global scale; it exists within our own communities and schools.


What exactly is the digital divide?

Defined as "the gap between individuals, households, businesses and geographic areas at different socio-economic levels with regard to both their opportunities to access information and communication technology (ICTs) and to their use of the Internet for a wide variety of activities" (OECD in Looker and Thiessen, 2003), the digital divide encompasses disparities in access to and utilization of information and communication technologies (Bridges.org). It affects not only socio-economic factors but also extends to minority ethnic or language groups and individuals in rural and remote regions (Looker and Thiessen, 2003).

Why is the digital divide a pertinent issue for educators today?

Drawing from personal experiences in contrasting educational settings—an urban school versus a rural one—it becomes evident that disparities in information and communication technology exist within each institution. In the rural school, although basic technology infrastructure is in place, resources are scarce, and technical support is limited. Conversely, the urban school boasts more robust technological resources and easier access to professional development opportunities.

Despite differences in access to technology between these schools, challenges persist in integrating technology effectively, particularly with Web 2.0 tools. A model presented in "Web 2.0 in Schools: Our Digital Divide is Showing" outlines four levels of influence shaping the digital divide in educational settings:

1. Access: Questions arise regarding the reliability of the school network, availability of high-speed internet, and whether all students have access to computers both in school and at home.

2. Skill: Educators must assess their own proficiency in integrating technology into lessons and consider how to continually update their knowledge and skills. Factors such as family background and rural location may impact students' technological skill levels (Looker and Thiessen, 2003).

3. Policy: Schools must establish clear acceptable use policies and ensure the effectiveness of content filters to facilitate responsible technology use.

4. Motivation: Educators' motivation to learn about and integrate technology into their teaching practices is crucial, as is their ability to inspire and support colleagues in doing the same.

Proposed solutions to bridge the digital divide include initiatives to increase computer access for students, provide online professional development opportunities for educators, foster collaboration and motivation among teachers, and celebrate technological achievements within schools.

Is the digital divide closing?

While George Sciadas in "Unveiling the Digital Divide" suggests that the digital divide is narrowing overall, challenges persist, and the focus shifts to addressing disparities between various groups rather than simply haves and have-nots. Continued efforts guided by standards for 21st-century learners offer hope for bridging the gap and fostering equitable access to technology and education.