For Technology Teachers
Secondary Lesson Module 1—What is file sharing and what are its implications for creators and users?
Objective
- Students will identify and describe issues related to file sharing, including its implications for creators and users
Materials
- Computer hardware and software that allows for the setup of a peer-to-peer file sharing network
Previous Knowledge and Experiences
- Students have been engaged in a project to upload files on a class website so that they can work with students in another school (or class) on a joint project
Procedures
- Review the concept of file sharing with students. Student responses should explain that file sharing is a process for moving data between connected computer systems or sharing files on the Internet.
- Ask students to identify some broadly available file-sharing systems. These might include the original Napster or newer legitimate services such as Listen.com, MusicNet.com, and the new Napster (which was launched in fall 2003). Explain that such services are only legitimate if they have the required licenses for the music they offer.
- Lead students in a discussion of the implications of file sharing for both creators and users, including:
- the negative effect on copyright holders of sharing commercially valuable material such as songs
- the possible positive effect of using file-sharing to build an audience for creative work
- the negative effect of possible suits for copyright infringement for individuals who share files beyond ways permitted by law
- the positive effect (for the individual) of getting something for nothing- or for moderate fees
- the negative possibility of spreading viruses on the computers or networks used
- Review school policies on file sharing that involves the use of school computers and connections.
Indicators of Success
- Students describe implications of file sharing, including legal and safety, or security, issues
- Students describe school policies on file sharing
Classroom Extension Discuss with students how they can take measures to lessen the risks of file sharing for their cooperative class projects and on their personal computers at home. Home Extension Have students discuss with parents what the household rules for file sharing should be. Ask students to bring a written summary of those rules to class for discussion.
Secondary Lesson Module 2—What are the copyright considerations for Web design? What is legitimate use?
Objective
- Students will identify copyright considerations for web design and implications for their own designs
Materials
- Chalkboard
Previous Knowledge and Experience
- Students have been designing a website as individuals, in small groups, or as a class project
Procedures
- With the class divided into small groups, ask a student in each group, in turn, to identify a copyright issue that relates to designing a website. Record all responses on the chalkboard, or select a student to serve as recorder at the chalkboard.
- Ask students to look at the completed list and identify common themes or ideas. Focus first on these considerations, leading students in a discussion of the implications for Web design. Then review any remaining items to ensure that all ideas are addressed. Clarify what is and is not legitimate, having students consider the following points:
- A copyright notice should be part of the Web design.
- “Fair use” may apply for material students want to excerpt from another site or for other copyrighted materials they want to use. But explain that fair use rarely applies to commercial or private websites. (Note: This can be a discussion in itself during another class session). Explain that material is not in the public domain simply because it is posted on the Web, although producers of some materials on the Web may specify certain material as free for use. Note that even when no permission or cost is required, it is always good practice to include a citation crediting the source of the material and acknowledging any copyright notice the source may include or specify. Encourage students to be very careful in claiming fair use, as it is not an excuse for appropriating another party’s intellectual property.
- In designing a noncommercial website, generally it’s okay to link to another website, or material posted on that site, unless the site expressly prohibits it or charges a fee for access. Some sites, however, may require permission before allowing a link to be made.
- The issue of linking to images on another website deserves special note because this may be an infringement of copyright even if there is no notice prohibiting the link. Also, no images should be copied into a new website without permission of the copyright holder, and images should not be scanned or altered without permission.
- E-mail, like personal letters, is the property of the writer, and to stay strictly within the law, as well as be courteous, students should not copy personal postings onto their sites without permission.
Indicators of Success
- Students place appropriate copyright notices on their own websites to notify users of their own creative work
- Students identify and describe various copyright considerations for their Web design
- Students annotate a printout of their websites, explaining all necessary permissions
Home Extension Have students log on to the student-created website (if it is available on the Internet or on disk) with their parents, showing parents the creative work that went into the site, as well as the work that was used from other sources.
Secondary Lesson Module 3—Where is all this going?
Objective
- Students will describe possible scenarios for the future of the effect of technology on ownership issues
Materials
- Chalkboard
Previous Knowledge and Experience
- Students have been studying various copyright issues and their implications for their coursework and personal use of technology.
Procedures
- Have students brainstorm as a class to compile a list of ownership issues that they have discussed in class. Record all responses on the chalkboard, or select a student to serve as recorder at the chalkboard.
- Ask students to envision that they are teachers of technology in the year 2025. Assign them the task of writing a short essay (about 250 words) describing a possible scenario for the future of technology in relation to one or two of the issues on the class’s list. Tell them to be sure to consider the history of that issue, where it stands currently, and how the issue might be affected by changes in the way that creative works may be disseminated in the next twenty years or so.
- When the essays are due in another class session, ask student volunteers to read their essays to the class on various issues. Elicit questions from the class on each issue.
Indicators of Success
- Students create scenarios that describe possible changes in the effects of copyright on technology, basing their scenarios on the current status of the issue and changes that they envision in the creative world in years ahead
Classroom Extension Have students link their essays together, perhaps with original music or art, to create a multimedia presentation. Home Ex
tension Have students discuss their completed essays with parents and then extend their projections back in time twenty years. Ask them to write a paragraph on changes over that period in history and to state how realistic they think their future predictions seem from that perspective.
