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Finding the Right Digital Tool is Not Enough: Addressing Copyright and Privacy Considerations

2/26/2021

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Addressing Copyright and Privacy
​In my instructional design and educational technology integration courses, my students frequently develop plans for the integration of digital resources to help resolve instructional design problems, or to better achieve learning goals and objectives. I often recommend the use of Bates's SECTIONS tool (Bates, 2019; Underhill, 2010) for evaluating the suitability of a digital resource to meet learning needs, and the context in which the learning is taking place. But, finding the right tool is not enough!

​I try to impress upon my students the importance of taking into account, in advance, potential copyright considerations and privacy and access to information issues. No teacher or student wants to get into trouble for violating copyright restrictions. And, many jurisdictions (schools, school boards or districts, local government departments) now have relevant privacy and access to information policies. By addressing these considerations up front -- or at least identifying which ones need to be addressed -- we can avoid getting into a situation where an otherwise well-designed lesson or unit plan ends up "dead in the water" because we simply are not allowed to proceed as planned.

In response to inquiries from some of my students, I have created this relatively basic template that you can use to keep track of the digital resources that you plan to use, how to give them proper credit, and what issues you, or a fellow educator, need to address before implementing your lesson or unit plan.

​ETICPC

The Educational Technology Integration Copyright and Privacy Considerations Template
Downloadable Versions:
eticpc_template.pdf
File Size: 165 kb
File Type: pdf
Download File

eticpc_template.docx
File Size: 374 kb
File Type: docx
Download File

References

Bates, A. (2019). Choosing and using media in education: The SECTIONS model. In Teaching in a Digital Age – Second Edition. Tony Bates Associates Ltd. https://pressbooks.bccampus.ca/teachinginadigitalagev2/part/9-pedagogical-differences-between-media/

Underhill, C. (2010). Assessing Technology Using the SECTIONS Model. [PDF file]. University of British Columbia, Centre for Teaching, Learning and Technology. https://wiki.ubc.ca/images/1/19/SECTIONS_Framework.pdf
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  • Home
  • About
    • About Us
    • Client Services
    • About Rob Power >
      • Meet Rob Power
      • CV
      • Leadership and Project Management
      • Research Background
      • Teaching and Instructional Design
      • Other Credentials
      • Artist Gallery
    • In the News
    • Social Media >
      • LinkedIn
      • Twitter
      • YouTube
    • Contact Us
  • Publications
    • Academic Publications
    • Blog
    • Books >
      • Blended Langauge Learning: Evidence-Based Trends and Applications
      • eLearning Essentials 2020
      • Everyday ID
      • Handbook of Mobile Teaching and Learning (2nd Edition)
      • IAmLearning
      • ID and Tech for Rapid Change
      • ID and Tech Vol 2
      • Mobile and ubiquitous learning: An international handbook
      • Operating System Fundamentals
      • Seamless Learning in Higher Education
      • Seamless Learning in Higher Educaton vol 2
      • Technology and the Curriculum: Summer 2018
      • Technology and the Curriculum: Summer 2019
      • Technology and the Curriculum: Summer 2022
      • Thriving Online: A Guide for Busy Educators
      • Fiction
    • Conference Presentations
    • Power Learning Daily News
  • Courses
    • Higher Education
    • K12
    • Open Courses
    • Professional Development
    • Digital Accessibility Webinar
  • Resources
    • Augmented Reality
    • BOPPPS-IT 2.0
    • CNIE
    • CSAM
    • Digital Accessibility
    • IAmLearn
    • IABL
    • ID Resources
    • Interactive RLOs
    • mLearn Conference Series
    • mLearn 2013
    • mLearning Vodcasts
    • mTSES
    • PETL
    • Videos
    • WebQuests