Achieving a Balance: That’s not fair… or is it?

“The World Is Flat!”

“Anything that can be done WILL be done!”

These were some of the terms that were bandied about at the start of this journey into the 21^st century classroom.  Utilizing technology’s current potential within educational settings brought promises of a classroom without walls, where physical geography was no longer a limitation.  However, legal issues of copyright have quite a lot to say on this matter.

Take for example, the use of items such as images for educational use either within the classroom (i.e. digital storytelling), or for uses on blogs are protected by copyright.  As such, they should not be used without express written permission from the owners.  Even work that can be freely copied is still licensed to certain conditions.

The problem is that the technological tools that enable exact reproduction of digital media are often totally separate from the guidelines that govern their “fair dealing”.  What tends to complicate matters even more, is that copyright issues vary from country to country (i.e. “fair dealing” in Canada does not provide EXACTLY the same liberties as “fair use” in Canada).  Students learn so much about technology simply by physically “doing”, when will they actually learn what’s legal to use, and what’s not?

I now realize that teachers who boldly accept the task of teaching 21^st century skills have an added responsibility to instruct students about what is considered “fair dealing”, wherever possible and applicable.  This needs to be done in the following ways:

• Explicit instruction:  When assignments using technological tools are given, we need to instruct students on what materials to avoid.  I must admit, I was planning to do a digital story using images, software, and even some music, but then became intimidated at the prospect of having to find images and music that I was sure could be used legally.  We should direct the students appropriately, and give guidelines as to how they can produce student products and still be responsible internet citizens.
• Lead by example:  This is the most important one, and this means that our use of technology must be very calculated.  Ensure that any videos or media shown are not simply intended for home use, etc.  Being careful will encourage students to be more careful as well.
• Provide Rationale:  Many will naturally find this attention to detail simply “cumbersome” and “unnecessary”.  However, sites like Creative Commons help put things in context for them.  As their student products are shared with the world, each student gets to be a “creator” and thus have a say as to how their material is used (and that no one makes a profit off of their work without their consent).  Especially considering the facts that laws will consistently change over time and applicable regions, giving enduring ethical and spiritual principles will help students navigate how to honour God through technology going forward.