Repackaging for the 21st Century: Teaching Copyright and Computer Ethics in Teacher Education Courses
Colleen Swain, University of Florida, United States ; Elizabeth Gilmore, Texas Wesleyan University, United States
CITE Journal Volume 1, Number 4, ISSN 1528-5804 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
In today's world it is quite common to see old ideas repackaged and presented to consumers in sleek new containers. This repackaging also occurs in the educational realm. For example, the violence seen in schools has prompted the call for character education, media literacy, and conflict resolution training. Many of these instructional programs, although possibly called by a different name, have been in the curriculum of schools for years. Regardless of the fact that these programs have been operational in some schools for extended periods of time, recent violence in schools dictate that the effectiveness of these programs must be questioned. This need to reflect upon the effectiveness of existing practices reached our own teaching experiences in similar ways. Fortunately, we were not exposed to violence at our educational institutions but the need for reflection and re-evaluation was still needed. The issue: Copyright and Computer Ethics.
Swain, C. & Gilmore, E. (2001). Repackaging for the 21st Century: Teaching Copyright and Computer Ethics in Teacher Education Courses. Contemporary Issues in Technology and Teacher Education, 1(4), 535-545. Norfolk, VA: Society for Information Technology & Teacher Education.
© 2001 Society for Information Technology & Teacher Education
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Digital Dilemmas: How Elementary Preservice Teachers Reason about Appropriate Computer and Internet Use and Their Predictions of Students’ Judgments and Justifications
Yasmin Kafai & Althea Nixon, ucla, United States; Bruce Burnam, UCLA, United States
Journal of Technology and Teacher Education Vol. 15, No. 3 (July 2007) pp. 409–424
Beverly B Ray, Idaho State University, United States; Susan Patterson, University of Alabama, United States
Society for Information Technology & Teacher Education International Conference 2003 (2003) pp. 2145–2146
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