GIS, mapping, and education

GIS, geography, and mapping are topics that I feel passionate about.  My BA and MA are in geography from Kent State University.  Geographic education is often limited to simple memorization of states and their capitals.   Geography extends far beyond the location of places to encompass anything that dealing with space.  Everything has a component of space, so everything is geography - which is one of the reasons that it is my favorite field.  You are never bored when you have geography.  You can research any topic because it is all geography.  This geography rarely is seen in education beyond those who are lucky enough to take the occasional upper division geography college class.

            There are a number of articles that deal with incorporating Geographic Information Systems (GIS) into education (also sometimes known as Geographic Information Science which is more the art of it, while systems is more the program).  “A GIS consists of spatially explicit information, a database, and a computer interface that ties them together to create a visualization tool for spatial analysis.  A GIS is commonly regarded as a computer system that can capture, store, query, analyze, and display geographical information of two types, vector or raster.  GIS allows users to select different layers of information to construct a map. The map then is displayed on a computer screen and the data and information can be examined spatially. Maps could include political boundaries, rivers and streams, bedrock geology, soil coverage, topography, water quality, or census data to support multidisciplinary Earth and environmental science education” (Bodzinand Anastasio, 2006). 

That definition is very formal sounding.  So what does this all mean?  GIS, or Geographic Information Science is using data to look at something, generally space.  Space, of course, is everywhere.  The item, concept, or features are made into data that can be put into fancy computer programs.  The most common of these programs is ArcGIS by ESRI.  The applications of GIS are broad, ranging from mapping sewer breaks to field mouse habitats to areas with concentrations of urban blight.  A simply way to use GIS is just to show position.  Think about when you pull out your phone and ask Siri or other websites to tell you where the nearest grocery store is located.  Likely, you will see a map with multiple locations pin pointed.  That is a form of GIS.  However, you could take this and make it much more complicated, mapping income levels to where the grocery stores are to look for food deserts.  Pretty much anything on earth (or in space) can be mapped.

Bodzin and Anastasio (2006) wrote that “[l]ike Earth system science, use of GIS maps transcends traditional natural and social science disciplinary boundaries. GIS can be used to track how natural systems are functioning and changing in response to human activities” (p. 295).  Bodzin and Anastasio discussed in their 2006 article many of the uses of GIS in depth.  Some of the environmental issues that they included topics like sinkholes, abandoned mines, and watershed mapping.

Bodzin and Anastasio (2006) present various web-based mapping applications.  Web-based mapping is currently quite limited.  Although this is expanding, the user is often limited to what data is currently in place.  The exception is through mapping mashups, which allows the user to incorporate some information, such as points.  A points is a locations tied to a specific point, such as your family home, a specific building or tree.  A point is not an outline but rather simply a dot.  The outline of your home would be a polygon.  A road may be represented with a line.

ESRI example of point, line, and polygons

Creation of simple web-based maps on the ESRI website

Although there was a brief mention of the other applications of GIS, mainly for human or social purposes, the authors included no practical applications.  The applications presented by Bodzin and Anastasio would be more at home in a university setting.  The complexity of the mapping and problems presented would likely be too time intensive for a middle or high school class.  To create data, insert the data into a GIS program, analyze the data, and produce meaningful and clear maps requires multiple semester long courses. 

Other authors focus on the use of GIS that could be applied to multiple age and skill levels.  Pietroniro and Fichter (2007) discuss map mash-ups.  Although the term is clumsy, the concept is simple.  The authors quote Wikipedia stating “a website, or web application that combines content from one or more sources” (Wikipedia; Pietroniro and Fichter, 2007 p. 26). 

Although mapping mashups are commonplace in lower division classes in geography or cartography, the concept is simple enough to be applied to middle or high school, and possibly even elementary students.  The key requirement is access to a computer lab.  Websites, such as Google Maps are free and relatively easy to use.  The user inputs the spatial data, which can be anything from the places where the students found worms on the school campus to the locations that make them feel happy in their cities.  Common forms of mashups are real estate maps.  There are homes listed from multiple sites.  Pietroniro and Fichter (2007) discuss a website called HousingMaps.com which combines home listings from real estate websites and Craigslist.org. 

Some of the websites included in the article by Pietroniro and Fichter (2007) are no longer in existence.  This goes to show the fickle nature of the internet and changing technology.  A website that they had discussed, Frappr! is no longer in existence.  Others, such as OpenStreetMap offer free data.  The majority of the free data is Tigerline data, which are products of the U.S. Census Bureau.  This is free of restrictions, but often complicated to use for anyone who is not familiar with formatting data for a GIS program.

Goodchild (2007) wrote about volunteer geographic information (VGI).  A VGI is information that is added to the existing geographic information by volunteers.  “[t]he widespread engagement of large numbers of private citizens, often with little in the way of formal qualifications, in the creation of geographic information, a function that for centuries has been reserved to official agencies. They are largely untrained and their actions are almost always voluntary, and the results may or may not be accurate. But collectively, they represent a dramatic innovation that will certainly have profound impacts on geographic information systems (GIS) and more generally on the discipline of geography and its relationship to the general public” (Goodchild, 2007 p. 212). 

The general public can contribute to mapping and GIS in several ways.  A useful tool for learning GIS and looking at aerial images is Wikimapia.  Wikimapia is a website that allows users to create basic GIS items, to add to the greater map.  This would be an excellent tool for introducing students to simple forms of GIS.  The volunteers can add buildings by drawing polygons.  They can add roads using lines.  They can contribute to the greater knowledge with their contributions.  There is even statistics kept, which could work to motivate students to compete or allow instructors to evaluate a students work.  Wikimapia is striving to be the Wikipedia of the mapping world.

Goodchild (2007) also discusses tools like Flickr where images can be added to space.  A photograph of a building is geotagged.  Geotagging is basically when there are GPS coordinates on the image.  This can be done automatically, such as many cameras or iPhone photographs, or manually where the individual tags the location where the image was taken.  These images are available on other forms of media too.

Goodchild (2007) discusses other topics, ranging from geocoding to remote sensing.  All of these concepts are considerably more complex than some of the more basic forms of GIS presented in websites such as Flickr or Wikimapia.  He notes the decline of mapping in some areas, partly due to costs, and how websites like Wikimapia are global and could vastly improve the knowledge of areas, as well as potentially helping many individuals.  This can range from early warnings for natural disasters to military applications.

              Will GIS make it into the high school classrooms?   In the past, the answer was that GIS was limited to elite private schools (Kerski,1999).  Smith (2011) found that GIS applications was able to give a sense of purpose to students who were "not successful in conventional classroom settings) and that the program was able to "convinc[e] young citizens that they have the capacity to address the challenging environmental, social, and economic dilemmas currently facing humanity by thinking through issues and taking action within the context of their own community" (p. 59).   Demirci et al. (2013) outlines a public high school in Turkey using GIS to map sidewalk widths in their neighborhood for disabled pedestrians. 

 GIS is a tool that will likely increase in the future.  Geographic education is something that is vital to our understanding of the world, as outlined in the National Geographic video below.  Integrating GIS and other similar teaching methods can help engage students and help them find purpose in the work (Smith, 2011; Demirci et al., 2013).

         A statement by National Geographic on the

     importance of geographic education

Works Cited:

Bodzin, A. M. and Anastasio, D. (2006). Using web-based GIS for Earth and Environmental Systems Education. Journal of Geosciences Education 54: 3 p. 297-300.

Demirci, A., Karaburn, A., Ulnu, M., and Ozey, R. (2011). Using GIS based projects in learning: students help disabled pedestrians in their school districts. European Journal of Geography 2:2 p. 48-61.

Goodchild, M. F. (2007). Citizens as sensors: the world of volunteered geography. GeoJournal 69 p. 211-221.

Kerski, J. J. (1999). A nationwide analysis of implmentation of GIS in High School Education. Proceedings of the 21st Annual ESRI User Conference.

Pietroniro, E. and Fichter, D. (2007). Map Mashups and the rise of amateur cartographers and mapmakers. ACMLA Bulletin Number 127 p. 26-30.

Engagement Theory

Kearsley and Shneiderman (1999) discuss the use of engagement theory in an educational setting.  Engagement theory is one that is important to integrate into distance learning situations, as well as the traditional in-person classroom.  This semester, and for the past few semesters, I am teaching online classes.  One issue that is always a struggle is to find ways to engage students when you cannot physically speak to them and to share your passion on the topic while helping them find their own.

According to Kearsley and Shneiderman (1999), central to engagement theory is the thought that the students must be engaged in what I have assigned through “interaction with others and worthwhile tasks”.  The most important part of this is that the student is having “meaningful learning”, something that is essential.  There are three main ideas of engagement theory to (1) “occur in a group context”, (2) “are project-based”, and (3) have an outside (authentic) focus”.  

The first, “occur in group context” is focused on collaboration, which, as the authors note, is essential in the modern workplace (Kearsley and Shneiderman, 1999).  The second, “project-based” gives meaning to learning.  Instead of busywork that feels like an obligation, the project is something of the student’s choice.  It employs problem-based learning and engages the student.  The third, “outside (authentic) focus” is to make it relevant.  This is moving it beyond the classroom and having an “outside customer”.   The activity can be service based, career-based, or interest based.  All give practical experience and have a purpose (Kearsley and Shneiderman, 1999).

In education, the principles of the engagement theory are important for several reasons.  Collaboration has been shown to decrease drop-out rates, increase motivation to learn, and teaches students how to work with “divers[e] and multiple perspectives”.  I can see elements of all three in some of the classes that I have taken.  This semester, I have a class that is service project based.  We chose the topic we liked.  We paired with similarly minded individuals.  We decided to start a Healing Garden at the University of Toledo Medical Center (UTMC) for current and former cancer patients.  We chose something that we were passionate about.  For some of us, it was gardening or food access.  For others, it was a passion around cancer or cancer patients/survivors.  It is relevant and has a purpose: providing social support and opportunities for health education, to increase fresh fruit/vegetable access and consumption, and to provide a space where the patients/survivors can identify mutually as gardeners rather than with cancer as an identifier.

Engagement theory is something that could be readily applied to distance learning education because the emphasis is “individualized instruction and interactivity”.  This is something that is already happening in a distance learning setting.  One important statement that the authors make is that “[t]he difference between engagement and interactivity reflects the shift in thinking about computers in education as communication tools rather than some form of media delivery devices” (Kearsley and Shneiderman, 1999).  This blog is part of an online class.  Classroom activities include blogging and peer response, audio/video conferences, group work, and interactive media in an attempt to engage the learner.  Overall, the class has been impactful at keeping me engaged and motivated to work.  Finding ways to apply lessons to real world settings keeps it meaningful and authentic.

In the in-person classroom setting, engagement theory involves interaction and engagement, regardless of project scale.  The students can group together to think, pair, and share their thoughts on a topic or can range to semester or longer projects.  “Math students can work on problems, English students can review each other’s work, Computer Science students can develop or debug programs together, and so on” shows the applicability of the theory to a wide variety of fields (Kearsley and Shneiderman, 1999).

Kearsley and Shneiderman (1999) also discussed that there are several considerations that have not yet been fully studied, such as which age group the engagement theory benefits the greatest from the engagement theory, what skills are needed to succeed, how to prepare educators to use the theory, and class size considerations, among others.  Research on these topics will help to refine engagement theory and find the best practice.

Overall, the engagement theory is one that would benefit students if it were more widely applied.  Each teacher needs to make the determination of what is best for their class and how this theory, or other theories, can be applied to increase student-learning, engagement, and to make the skills relevant and authentic.  Applying the engagement theory expands the learning environment and improves the learning experience for the student by teaching the essential skills of collaboration around a personally meaningful topic that is given an authentic purpose.

Works cited:

Kearsley, G. and Shneiderman, B. (1999). Engagement theory: a framework for technology-based teaching and learning. Personal Webpage. http://home.sprynet.com/~gkearsley/engage.htm

Networking online

I joined a website called Diigo which is a site that allows for social networking to create, share, and collaborate on research and education, among other things (Diigo, 2013).  If you are interested in Diigo, you can read more about what it is here (Manolovitz, 2014). 
I have joined several groups on Diigo.  You can search for groups based on your interests.  I am already a member of Google_Earth_Ideas.  I'm a big fan of Google Earth (Google, 2014).  At Kent State University, I was the teaching assistant for Remote Sensing.  If you are unfamiliar with remote sensing, it is using some kind of data, typically satellite or aerial imagery, to do analysis.  My background is in GIS and Geography.  All three of these topics can use Google Earth, sometimes in complex ways.  Often they are used in much more simplistic ways for teaching, especially freshmen or sophomore level classes.  Google earth can be a great tool to give a feel for topography, to create basic maps, or for other activities.  This group pools together to share teaching ideas and other ways to use Google Earth.

I joined another group that I had to wait for approval from the moderator.  The group is called IB Geography Food and Health.  The group is a natural fit for me being a geographer who is now in Health Education looking at food, health, food access, and health/food myths.  Members pool together to share articles, both news and scholarly, that deal with the topics that we in the group are interested in.  I have found several interesting articles already.

A variety of sites like this exist, allowing people to get together and collaborate on whatever they happen to be passionate about.  This site, Flat Connections, allows educators to get together and share ideas (Lindsay, 2014).  Educators get together to learn new methods and new ways to teach to a variety of learning styles.  They can share methods, materials, and ideas all on a site that brings them together in a social collaboration.  This site is a list of several different educational networking sites (Tangient, 2014).  This site brings educators together who have an interest in introducing games into the classroom (GBL, 2013).  The site is interesting aside from the deplorable (and eye hurting) website design.

Many people, myself included, are members of social networking sites like Facebook or Linked-in.  MySpace used to be considerably more popular about a decade ago, but lost many members to Facebook (Common Craft, 2007; Facebook, 2014; LinkedIn, 2014; MySpace, 2014).  MySpace has been working to reinvent itself by incorporating music and entertainment, pushing as a site for those involved in music/entertainment/arts.  Facebook started off as a site for college networking.  It quickly expanded and became a popular site with the under 30 crowd.  Now people of all ages are drawn to it, including parents and grandparents, which is causing many teens to head to other sites.  Facebook's decline, especially among younger users has some articles speculating that Facebook is fate will be similar to MySpace.  Regardless of if this is true or not, it currently is still a nice way to connect with friends, family, former classmates, and colleagues. 

The drawbacks and the difficult part is keeping it professional, or it can hurt your chances of getting or keeping a job (Bond, 2013; Broderick, 2013; Huffington Post, 2011).  These sites can bring you together and help you find connections.  Just like networking in real life, social networking introduces you to people who can help you get where you want to be.  LinkedIn is the more professional site, where people do to share their education, what they do, and how they do it in hopes of meeting people who have they skills they want or are looking for the skills that they have (LinkedIn, 2014).  Of all of the sites, LinkedIn is the best way to network professionally, without some of the pitfalls of the other sites.  I have yet to see a picture of a drunken party on LinkedIn.  People tend to bring more of their office persona to this site, while Facebook and other similar sites are more like hanging out with friends.  Other sites that allow networking among specific groups, such as educators, are also helpful and tend to remain more professional.

As educators, we can network with other educators to find new ways of teaching.  We can find materials and methods.  Why reinvent the wheel?  Networking sites are something that many students use on a regular basis and their use comfort level is high.  Finding ways to incorporate what students already know into the classroom is beneficial.  Some teachers use Twitter to help students communicate in a large classroom (Twitter, 2014).  This is just a few of the ways that Twitter can be introduced in the classroom setting (Sardine, 2013).  Instead of working against social networking and smartphones, we are using them to help educate.  Other sites can be used similarly.

This article by Dawley (2000) discusses some of the ways that changing technologies are shaping our classrooms.  This impacts both our physical and our distance learning classrooms.  I teach several distance learning classes at the University of Toledo.  While most of my students are locally based, many live thousands of miles away.  Some schools are facing a student population that is dispersed not only around the country, but the globe.  One unique way of bringing the students together is using Second Life to allow the students to walk the stage digitally at graduation (Bryant & Stratton College, 2010).

Regardless of if you choose to integrate technologies like Facebook or Twitter into your classroom to facilitate discussions or if you help your students make professional LinkedIn accounts, as educators we can network and learn from the experiences of our peers. 


Works Cited:

Bond, L. (2013). "J99 Social Media Strategies." J99 Social Media Strategies. Web. 15 Feb. 2014. <http://drakejournalism.com/socialclass/2013/10/03/keeping-it-professional-on-social-media/>.

Broderick, R. (2013). "10 people who learned social media can get you fired." CNN. Cable News Network, 1 Jan. 1970. Web. 13 Feb. 2014. <http://www.cnn.com/2013/06/06/living/buzzfeed-social-media-fired/>.

Bryant & Stratton College. (2010). "Graduates Start a New Life via Second Life." Bryant & Stratton College Online: Accredited Online Degree Programs. Web. 15 Feb. 2014. <http://online.bryantstratton.edu/slgraduation/>.

Common Craft. (2007) "Social Networking in Plain English ." YouTube. YouTube, Web. 14 Feb. 2014. <http://www.youtube.com/watch?feature=player_embedded&v=6a_KF7TYKVc>.

Lisa Dawley, (2009) "Social network knowledge construction: emerging virtual world pedagogy", On the Horizon, Vol. 17 Iss: 2, pp.109 - 121

Diigo. (2013). "Diigo - Better reading and research with annotation, highlighter, sticky notes, archiving, bookmarking & more" Diigo - Better reading and research with annotation, highlighter, sticky notes, archiving, bookmarking & more. Web. 12 Feb. 2014. <http://www.diigo.com/>.

Facebook. (2014). "Connect with friends and theworld around you on Facebook.." Facebook. Web. 15 Feb. 2014. <http://www.facebook.com>.

GBL. (2013) "Games Based Learning MOOC." Getting Started. Web. 15 Feb. 2014. <http://gamesmooc.shivtr.com/pages/gettingstarted>.

Google. (2014). "Google Earth." Google. Web. 13 Feb. 2014. <http://www.google.com/earth/learn/>.

Huffington Post. (2011). "Lost Job Because of Facebook." Huffington Post. Web. 15 Feb. 2014. <http://www.huffingtonpost.com/news/lost-job-because-of-facebook/>.

Lindsay, J. (2014). "Flat Connections Global Project." - Building bridges for the future through collaborative projects. Web. 13 Feb. 2014. <http://flatconnectionsglobalproject.net/>.

LinkedIn. (2014). "World's Largest Professional Network | LinkedIn." World's Largest Professional Network | LinkedIn. N.p., n.d. Web. 15 Feb. 2014. <https://www.linkedin.com/>.

Manolovitz, T. (2014). "Diigo: Highlight and share the web." Digital Research Tools. Web. 12 Feb. 2014. <https://digitalresearchtools.pbworks.com/f/Diigo+Description.pdf>.

MySpace. (2014) "Featured Content." MySpace. Web. 12 Feb. 2014. <http://www.myspace.com>.

Sardine, C. (2013). "60 Ways to Use Twitter in the Classroom by Category." Fluency21 Committed Sardine Blog. N.p., 18 June 2013. Web. 15 Feb. 2014. <http://fluency21.com/blog/2013/06/18/60-ways-to-use-twitter-in-the-classroom-by-category/>.

Tangient. (2014). "Table of Contents." Educational Networking. Web. 13 Feb. 2014. <http://www.educationalnetworking.com/List+of+Networks>.

Twitter. (2014). "Twitter." Twitter. Twitter, Web. 15 Feb. 2014. <https://twitter.com/>.

Gaming

What is the place of game in the classroom?  In my opinion, gaming is something that can enhance the learning experience.  It can take a lesson from being something that a student sits through, hopefully retaining, to something that is interactive and engaging.  There are many different sites that provide gaming, simulations, or virtual realities.  Below is just a small sample of some of the games, simulations, realities, and technologies that need to be integrated into our classrooms. 

Games can be a wonderful way to learn.  Some games are for enjoyment only.  Some games teach skills.  Some games take the gamer on a immerse trip through history.  The game depends on the class and the students.  Choose something that fits your lesson plan. This game, called 3rd World Farmer challenges the player to take on the role of a farmer in a developing nation (Hermund, 2006).  Although the game can't simulate the real life challenges that these farmers face, you have little money and few resources on your family run farm.  Your farm is subject to civil war, corrupt officials, drought, famine, crop disease, the death of family members, the pull of the city on family members, and exploitation.  You choose your crop, say corn, the cheapest crop to plant.  Do you put all the money into that?  If you do, what if the corn crop fails?  You finally seem to be doing well, buy a shed and a well, get some chickens and a civil war wipes your farm out.  Back to the beginning.  In some small way, a player can feel the frustration of the farmer who has their lives set back again and again.  The student may understand some of the challenges that the individuals face instead of thinking that they live in poverty because they are lazy, don't try hard, lack knowledge, or any other wrong impression of rural farmers in developing nations.  It is an educational opportunity that means more than a few sentences in a textbook.  It gives a little bit of experience in those rural farmer's shoes.

Games come in all levels.  This game is about bike safety for younger children (HMH School Publishers, N.D.).  It is very simple, allowing the child to click on different safety hand signals.  Games are for almost every topic.  This video talks about how students can learn without risk (Edutopia, 2010).  Risk keeps us from taking chances.  In the video, simulations allow the learner to diagnose and practice surgeries.  These life saving tasks are best practiced in a setting where there is no human life at risk.  The video goes on to detail how many schools shy away from new technology and games.  Civilization is a fun game that engages the student in a world of history, geography, and technological development through the ages (Take-Two Interactive Software, Inc., 2013).  The video briefly touches on how it is being used in some classroom settings.  So topics from safety to technology to medical treatments to geography are just some of the ways that games/simulations/realities can be used in the classroom.  These games can engage learners or all ages. 

Games are for education, like some of the ones discussed above, but games are also for therapy.  This simulation looks very similar to a video game, but it is controlled by a therapist helping veterans.  That same technology can be adapted to help children and adults learn (New Yorker Video, 2008).  This video discusses augmented reality in books - what the video calls "the biggest thing to happen to book since the printing press" (CM Merlin, 2007).  The book comes to life and engages the reader in a way that is not possible with text.  This also could work to help reduce barriers such as low literacy levels in some populations.  Living books could be an instant way to engage learners by immersing them into an environment or by directly showing them the images (Metaio AR, 2011).  The reality of Darwin discovering his finches could be so much more meaningful when watching Darwin work.  Plate tectonics goes from being a concept to something clear as you watch the earths crust change.  Living books allow this to easily illustrate convergent and divergent boundaries, something many students have difficulty grasping (Metaio AR, 2011).  Talking about dinosaurs or other creatures are not anywhere as engaging as interacting or watching them walk or move like in this video (AvatarStupiddGuy, 2011). 

The potential to revolutionize education exists in these technologies.  These can help learners of all ages experience the world in ways never before possible.  These technologies go beyond travel, allowing for travel throughout time and in space, all during fourth period class or Freshmen ancient history.  Some of the benefits are discussed in the 2010 Horizon Report: the K12 Edition, such adding virtual information when students visit a historical site (Johnson et al., 2010).  The 2011 Horizon Report states that "[a]ugmented reality is an active, not a passive technology; students can use it to construct new understanding based on interactions with virtual objects that bring underlying data to life (Johnson et al., 2011 p. 17)






References: 

AvatarStupiddGuy. (2011). Live augmented reality - National Geographic. YouTube. Retrieved February 7, 2014, from http://www.youtube.com/watch?feature=player_detailpage&v=D0ojxzS1fCw

CM Merlin. (2007). Augmented Reality by Hitlab . YouTube. Retrieved February 5, 2014, from http://www.youtube.com/watch?feature=player_embedded&v=ZKw_Mp5YkaE

Edutopia. (2010). Schools use games for learning and assessment. YouTube. Retrieved February 8, 2014, from http://www.youtube.com/watch?feature=player_embedded&v=U-GVEANUEVo

Hermund, F. (2006). 3rd World Farmer. : A simulation to make you think.. Retrieved February 5, 2014, from http://www.3rdworldfarmer.com/

HMH School Publishers. (n.d.). Welcome to bike safe!. Bike Safe. Retrieved February 5, 2014, from http://www.harcourtschool.com/activity/bikesafe/bikesafe1.htm

Johnson, L., Smith, R., Levine, A., & Haywood, K. (2010). 2010 Horizon Report: the K12 edition. 2010 Horizon Report the K12 edition. Retrieved February 5, 2014, from http://wp.nmc.org/horizon-k12-2010/chapters/augmented-reality/

Johnson, L., Smith, R., Willis, H., Levine, A., & Haywood, K. (2011). The 2011 Horizon Report. The New Media Consortium. Retrieved February 7, 2014, from http://net.educause.edu/ir/library/pdf/hr2011.pdf

Metaio AR. (2011). The future is wild - living book. YouTube. Retrieved February 7, 2014, from http://www.youtube.com/watch?v=Tx3NtPzd51M

New Yorker Video. (2008). Not a Game: Inside Virtual Iraq . YouTube. Retrieved February 6, 2014, from http://www.youtube.com/watch?feature=player_embedded&v=R6kl2BuhKmM

Take-Two Interactive Software, Inc. (2013). Sid Meier's Civilization. Sid Meier's Civilization. Retrieved February 5, 2014, from http://www.civilization.com/

Controversial and ethical issues related to using the Internet in the classroom

When thinking about the ethical issues related to internet use in the classroom, a variety of potential issues comes to mind - many of which may be considered controversial.

When using content from the internet, who actually owns the material?  Is it owned at all?  If it is owned, how is it allowed to be used?  What is considered fair usage?  Many people never think of these kinds of issues.  Whoever owns it must be who put it out there.  However there have been a variety of court cases on just this topic.  Writers, artists, and other individuals want to protect their work.

Often if it is for educational purposes, the rules are a bit more lax than if it was for a business that was profiting off the information.  However, if I purchase a book and scan it and post portions or the entire thing online for educational purpose, I am stealing money from the author because people are accessing the work for free without purchasing the book.  In classes, there are course sites that allow the teacher/instructor to put materials online.  These are often locked and restricted only to use within the classroom.  It's similar to giving a photocopy handout in class. 

There are resources out there that help to navigate the sticky and often confusing world of legal/ethical issues regarding material use.  This website includes information about various sites that offer free materials including college materials (make sure to scroll past the large ad at the top of the page asking you to find a school online) and you can end up on a site like this that has free lectures and other information.  While this is something that is being given in a college classroom, this material - like most other needs to be fact checked.  There is an assumption of correctness and truth, but there is really no way to ensure that this is high quality and accurate information.  Other sites like Google Books categorizes books.  Some are free, like those here and others give you links to places that you can purchase the book.  One great thing about Google Books is the ability to search within a book.  For example this random book about teaching.  In the picture (below) the red arrow points to where you can search.  Pick whatever keyword you are interested in.  The right shows where the keyword was found and the text right around it.  Sometimes you can view the whole page.  It's really helpful to weed out books that come up in a keyword search but have little to do with your topic.  On the left you can purchase the book and if an e-book was available, there would be a link.

The takeaway point of this is that you need to be careful.  You need to be careful that you do not get into legal trouble for using something and violating copyright law.  You need to be careful that you are not taking something from the author and distributing it, which is stealing money from that individual who worked hard to produce that work.  You need to be careful that you make your students aware of what is free use and what isn't so that they don't run into the same moral/legal/ethical issues that could impact them in the future. 

Some work is out there for free.  Be careful of the country you are pulling from too.  Different countries have different copyright laws.  Just because it is fair usage and free to use in say Canada or Russia doesn't mean that it has been long enough for the US copyright to expire.  The best way to protect yourself is to go through large name sites, such as Google Books or Creative Commons if you aren't sure.  Be careful about what you post online or to a class webpage - if it is an open page, other people can have access and you are mass distributing the materials.  Use resources such as Open Library where the usage has already been determined.  The worst thing that someone can do is lack an understanding of copyright or fair use and then to distribute materials in the name of education.  There are legal/ethical avenues to the materials.  As educators, we are ethically responsible for ensuring that our lessons are accurate, timely, valid, and consists of legally collected materials. 

This website is from the US copyright offices states regarding fair use for educational purposes that it is a fine line.  "The distinction between what is fair use and what is infringement in a particular case will not always be clear or easily defined. There is no specific number of words, lines, or notes that may safely be taken without permission. Acknowledging the source of the copyrighted material does not substitute for obtaining permission."  This is good advice to keep in mind.  Always use free first.  If you are using copyrighted materials - use caution and common sense.  Consider contacting the owner of the materials - such as the publisher, author, journal, or studio to ask permission for your specific use.

In the Clouds

Wordle about the content on http://blog.findingvegan.com/

So what interests you?  For me, one of my interests is vegan food, as you can see above by a little Wordle that shows some of the content on the websites I like to visit.  Everything is on the web, in this "cloud" that so many people fail to actually understand.  In the cloud exists, well - pretty much everything, websites, personal documents, photographs, videos, and data.  There is information on vegan food, videos on fitness, silly cat pictures, and also a pretty powerful educational tool. 

So what actually is the cloud?  This website offers a clear description of the cloud, in simple terms.  The cloud stores websites that we access.  It backs up our personal documents and data.  We share photographs, videos, and messages on it.  It's faster for customers, cheaper for companies, and allows us to securely backup personal data that normally would have been at risk because it was only stored locally on a computer, disc, or drive. 

So you can store your files, but aside from that, what is the educational potential of the could?  This website, cloudtrip.com, talks ways you can use the cloud in education.  The main way is by allowing technology to be integrated into the classroom - making learning fun and interactive.  What is more fun than learning to type by defending a cat from dinosaurs?  The student wants to win at the game, so they are going to work on their typing without it being a boring chore.  They will be motivated to type quickly and correctly or the ninja cat will not survive.

We can get organized on the cloud.  Lesson planning is something that is essential to any educator, from early childhood to university level.  One site that offers help is common curriculum which allows for easy lesson planning, time management, and collaboration.  Collaboration can even include material sharing.  Why reinvent the wheel?  You can share homework on the class website for students/parents to easily access.

Teachers can evaluate student progress by creating fun and interactive quizzes on Quiz Quipper.  This allows for the integration of devices too, such as tablets or smartphones.  You can see outputs to understand who isn't understanding what, to easily assign homework, and to engage students through interactive learning.

While CloudTrip talks about numerous potential uses of cloud computing in the classroom, the three listed here are just some of the examples of what is out there.  There are sites that offer a variety of educational tools, including games, planning, evaluation, and any other tool that is common for educators - plus a few you might not have thought you even needed, but will come to find you can't live without! 

So what does the cloud really mean for education?  It means potential.  It is an open world that allows for numerous possibilities.  Those possibilities are expanding daily.  We can plan, collaborate, educate, inform, entertain, and help students retain information.  As this grows, through collaboration, we can have far more resources to give our students, far more lessons, far more ideas, far more games, and far more educational opportunities in new and interesting ways.

Blogging & Twittering

Blogs and twitter are interesting tools for disseminating information quickly and sharing thoughts, ideas, and topics.  One of the reasons that I love twitter is because there is information about everything, quickly organized with hashtags, where anyone can follow and participate in a conversation.  This makes it a valuable tool for education.  A specific hashtag or a tweet at the instructor allows students to ask questions and participate in a discussion in a large classroom or distance learning setting.  Twitter can shrink the size of the classroom essentially, by allowing many participants voice, where in a normal setting there would not be time for each student to be heard.  Schools are starting to see twitter and instant message text programs as a way for students to communicate with other students, faculty, and others discussing the same ideas as they are.  This is discussed in the 2009 Horizon Report: The K12 Edition about how this is potentially something that can enhance learning for students and how educators are starting to view these technologies differently. 

Blogging is valuable because it allows an individual to freely and publicly share information, ideas, or values on any topic.  Blogs range from food and recipes to video games to book or movie reviews to information about breast health and cancer screenings.  Blogs can be used in an educational setting to share information, allow for a group discussion, to allow students to practice writing and sharing their ideas publicly, and in a variety of other ways.

When it comes to sharing, like in any other format, we still need to be careful about what we say.  The internet gives a feeling of anonymity, but consequences can follow into the digital world.  There are several potential legal issues that come from blogging of which any future blogger needs to be aware.  This brings up complicated legal issues that would mirror that of any print or spoken format.  In this case a student quoted a professor, but this goes both ways.  An educator, who quotes a student opens themselves up to potential legal, ethical, or professional issues. 

On Twitter, blogs, and any other digital medium - it is important to remember to be a professional, that what you say should be grounded in fact, and that you only say what you would say in person.  A professor of mine at Kent State recently posted about the cold spell that Kent experienced.  He wrote this on his Facebook, and the local Akron Beacon Journal picked it up and included it in their story.  Had he exaggerated or spoken in a way that was less than he would have in person, his reputation could have been tarnished.  The newspaper story made no mention that this was a Facebook comment and it was written to appear more like an interview quote. 

Follow what interests you, but be aware of associations that you would not want being public.  On Facebook, Twitter, and many other sites - it is possible to see who or what a person likes/follows.  On Twitter, I follow a variety of individuals/organizations/news sites.  I follow the BBC, the local news stations, NOAA, a variety of national and state parks, the USGS, AAG, a local gardening club, recipe sites, crafting companies/blogs, my university, and many others.  However if I have a public profile (and many people do not know how to edit all of the settings to ensure they are private) and I follow a pornographic, racist, or otherwise offensive website - that is linked to my name and my reputation.  Because of that we have to behave online as we would in person and professionally.