Internet Access and Education

The question of whether or not education is a fundamental right seems to have been answered. With programs and policies in place  providing resources and additional assistance for students with special needs or special learning necessities, it seems that civil society has determined that access to education and access to educational opportunity is a right that should be provided to all. Though education is not a federally granted right as according to the Constitution, states have put policies in place that attempt to ensure equitable access for education. 

Now the question has turned to how much responsibility the state has in providing resources that allow for educational opportunity. Recently, in a Democracy and Education course, we have been exploring the question of what is considered a factor that relates to educational opportunity. In his book, Why Social Justice Matters, Barry discusses factors like pre-natal care, access to healthcare, family status, and multiple other factors that occur far before students ever register for classes. Again, it seems that as a civil society we have in a sense deemed that there is a state government responsibility to regulate and provide assistance in these areas. 

As technology awareness increases and technology usage becomes more prevalent, the question arises: do we have a responsibility to provide access to technology? This question can be asked in a general sense. Is it right of people to have access to the internet? This question can also be asked in a more specific sense, is it a right of students to have access to the internet while learning? As access to resources and materials increases, the standard of what inherent rights are increases as well. For example, previously, access to books was not something that was deemed essential. However, as the access to materials to print books and the cost of printing books became more reasonable, this is when the thought of not all students have access to books became outrageous. This is now the role of the internet. As we progress with this technology, it becomes expected that we work to allow access to this technology to all. Whether this is out of moral principle or out of the need to "keep America competitive,"it has become a priority. 

All these thoughts are to introduce the article, "Making Progress on ConnectED." The executive branch is taking a definitive stance on how heavily involved the government should be in the journey to provide internet access to students. This reminds me of Clinton's initiative for globally connected classrooms (page 72, Disrupting Class). In this blog, the statistic states that by 2017, 99% of students will have access to "next-generation broadband." At least this is the goal under ConnectED, the program that the President is supporting. Further, there is financial backing from big companies to make this a reality. 

This statistic of 99% seems reminiscent of Bush's proposed 100% pass rate under No Child Left Behind. However, access to high speed internet is something that we are rapidly and continually moving toward. While the anomalies (ESL, SPED) hadn't been identified when testing students under No Child Left Behind; internet is moving at a rapid pace and progression seems to be the trend for now. So it seems rational that places like Appalachia, Virginia will have access to the same internet access that Fairfax, Virginia does by 2017. However, I have no facts to support this claim, other than the fact that technology development continues to move so rapidly and seems to be steadily continuing to do so. 

In our society, it is an injustice to have school systems that have inequitable access to resources that develop students and teaching and learning strategies. As our nation (and global society) move toward this highly technologically dependent society, it will and has become necessary that efforts are made to ensure that schools, and students (and the public) has access to these resources. We progress as a community. When some of our members are held back, our community as a whole is held back, whether it be local or global community. 

Disrupting Class - A Video Essay

Storyboard

Disrupting Class Storyboard

Our storyboard is a picture board projected through video slides. We will use robots to signify the image of technology and disruptive innovation, because the market for robots is against non consumption. The robots also represent a futuristic world since it will take time for the desired outcome of a school system in Disrupting Class to emerge. Our robots are also high functioning, meaning they are like humans, with emotions to depict that student-centered learning is a personal matter.

The cover will be an image of the book.

Image	Message Conveyed
Charlie Brown Teacher talking to real class.	Chapter 1: Why Schools Struggle to Teach Differently When Each Student Learns Differently -using a monolithic system -not catering to individual needs
Parents and politicians demanding more and more from schools (rallying with picket signs, captions on signs; International competition, economy, democracy)	Chapter 2: Making the Shift: Schools Meet Society’s Jobs -many different demands from many different parties = Chaos!
Robot as a teacher with Charlie Brown Teacher commentary	Chapter 3: Crammed Classroom Computers -Great we installed computers. But are we using them right?
Student's computer transforms into a robot.	Chapter 4: Disruptively Deploying Computers -computers are slowly meeting the needs of the students when innovations are tested against a ‘nonconsumption’
Students with robots build pyramid	Chapter 5: The System for Student-Centric Learning -The future classroom
Students is really only dreaming of his computer turning into a robot.	Chapter 7: Why so Many Students Seem Unmotivated -students must see education as a means to make their lives better, in terms make them happy -self-esteem and social acceptance is viewed more important than school to students
A school system that looks like a brain dissection	Chapter 8: Improving Education Research -we’re asking the wrong questions -too much generalizing
Re-designing the dissected brain into a super brain (school system)	Chapter 9: Organizing to Innovate
Happy students, robots, teachers, politicians, parents holding hands on the brain. (mimicking the image where people stand on the world.)	Conclusion: We can do it!

Credits Page:

Screenwriter: Jessica Christensen

Voice and Editing: Anna Martinez

Storyboard creation: Jessica Christensen, Fatima Zadran

Art: Anna Martinez, Jessica Christensen, Fatima Zadran

Video Calligraphy: Fatima Zadran

Copyright And Fair Use

There are many instances when educators deal with copyright and fair use. What is interesting is that a large portion of the time, teachers can be unaware of the situations that involve copyright and fair use regulations. A common occurrence specifically with fair use is related to the usage of films in class. I had assumed that because I purchase either a song or movie, then I am able to view or use these items in the classroom as I please, however, I have learned that there are regulations. For example, something that I have seen done a fair amount is the screening of a film as a reward. This is a violation of fair use. However, I also learned that the regulations that are in place allow for some flexibility. In many cases, one is able to use works, however, the portion of works should be limited in word count, time, or percentage. I was pleasantly surprised to find that there is compromise in what can be used, with proper citation. I think that in specific situations involving projects and presentations, this flexibility is essential. Access to works is not completely restricted. The websites like pics4learning and freeplaymusic are a good resource to have in the classroom. 

Image Link

I will attempt to explain the creative commons licenses, however, I will admit that I do not have a full grasp of these as of yet. Essentially the introduction of creative common licenses was to facilitate the ability to use a piece of work without forcing direct communication with the creator of said work. To my understanding, there are six forms of licenses that allow for different liberties and usage.

First, we begin with the attribution license which is abbreviated, BY. In this format, changes and additions can be made to the original work, as well as distribution of said work, as long as credit is given to the creator. 

Next is the attribution no-derivs. This license allows for distribution for profit, as well as not for profit, as long as no changes are made and full credit is given to the creator. 

The attribution share alike license. I believe that in this license, when changes are made, these changes must be subject to the same license. As in the attribution, changes and additions can be made, with credit given to original creator. 

The attribution non-commercial share alike license allows for changes to be made under the same license and without the purpose of profit. 

Attribution non-commerical allows for changes to be made, however the same license does not have to apply to these changes. 

Finally, the attribution non-commerical no derivs license has the most 'no's.' No changes are allowed in this license, no commercial usage is permitted under this license. 

This is the video that I watched for this assignment.