In the classroom, copyright laws can be very challenging navigate particularly in today's ever-changing digital world.

Noel & Snel (2016) explored the issues of copyright in the classroom in their booklet "Copyright Matters!" The authors have simplified the complex matters down by focusing on answering some common questions teachers may have. There were two points in particular that stood out to me as a beginning math and science teacher. First, I was unaware that copying one-time use workbooks would break copyright regulations. I will strive to develop problem sets to avoid copyright infringement.

Second, I discovered that showing videos through subscriptions services such as Netflix, Crave, or PrimeVideo is governed by the service agreement of the provider. After some research, I discovered that all three providers restrict their service to private use only, meaning the videos from these providers cannot be used in the classroom. However, Netflix does have an exception where some of their original documentaries can be used for one-time educational screenings (i.e. once a semester). These videos are marked with a grant of permission.

Additionally, I also learned how to make copyright work for me. Creative Commons (2006) outlined how copyright can be modified in their video “Wanna Work Together?” The video outlines how you can allow your work to be used with direct approval from you. By creating a creative commons (CC) for your work, you can specify what protections and usage you expect. The CC allows people to use your work while keeping it protected.

As a science teacher, I believe the most important aspects of copyright laws I will need to teach students to relate to the proper citation and crediting of copyrighted works. Plagiarism is a major issue in the scientific field, and it will be important for students to know how to cite sources properly should they continue with the sciences.

Evaluating the credibility and truthfulness of web resources is an important skill for students to acquire. Since the creation of the internet, publishing and circulating information and opinions has become incredibly easy. Since students are now faced with an overload of information, it is important for them to develop the necessary tools to determine the validity of an information source.

Schrock (2019) has developed a website with information educators can use to teach their students about critically evaluating web sources. The website is complete with “spoof” websites teachers can have students evaluate using an evaluation handout. As a science teacher, these tools will be useful for me when I introduce students to researching for a scientific paper.

I plan to create an activity that will act as a starting point for a student research-based project. For the introductory research period, I will set the stage by highlighting the importance of checking the credibility of your sources. A short video such as “Evaluating Sources for Credibility” (located on the side of this page) could be used set the stage by showing students that using credible sources ensures your credibility as an author.

In order to conduct the activity, I would then show students a modified version of Schrock’s website evaluation checklist. I would go over the checklist, and the areas students should consider when analyzing a website and journal articles (e.g. qualifications of the author, accuracy of the content, and ease of use). If students were still struggling, they could be shown a video to clarify the source review process. An example video that could be used, “How to Evaluate Sources” by Stanford University is located at the side of the page.

Students would then be shown a prepared list of websites that includes some of Schrock’s spoof sites and real websites as well as a list of journal articles some of which will have a bias. Students will analyze two websites and two journals articles to determine their credibility and validity using the checklist. The checklists will be handed in and marked for successful determination of the credibility of the sources and completion.