"Wow, I did that!"

I didn’t purposely save this blog topic for last, but now that I’m thinking about I feel like a genius.  Everyone deserves that great, “Wow, I did that moment!” J  Okay, now I guess I should tell you why I feel like a genius.   I saved the blog for last that has me evaluate the objectives with the class with 7^th Michigan Teacher Standard.   It seems only fitting that I complete most of the course before I write this blog to 1) make sure all the objectives for the course where covered and 2) that I feel like I have mastered them.    To make the comparison easier I included a table below with course objectives, which part of the 7^th standard they match, and the assignment that demonstrated the student’s ability for each of these.

Course Objective	7th Standard Operations and Concepts	Assignments
Including the design, delivery, and evaluation of an action research project where the student researchers compares one original, non-technology based lesson plan with one original, technology based lesson plan, accurately reflecting on the key elements found in good instructional design related to the technology-based lesson plan.	·         Plan, design, and evaluate effective technology-enhanced learning environments and experiences aligned with Michigan’s Content Standards and Grade Level Content Expectations and Michigan Educational Technology Standards for each student; ·         Implement curriculum plans that include effective technology-enhanced methods and strategies to maximize student learning;	Technology Enhanced Lesson Plan vs. Non-Technology Plan
The design, creation, and the Internet posting (i.e., YouTube) of an eight to ten minute video or animated podcast describing the final outcomes of this action research.	·         Apply technology to facilitate a variety of effective assessment and evaluation strategies;	Technology Enhanced Lesson Plan vs. Non-Technology Plan
Conducting effective and efficient searches of the World Wide Web for teaching and scholarly / research information to support findings in the comparative lesson planning study.	·         Use technology to engage in ongoing professional development, practice, productivity, communication, and life-long learning.	10 Blog Post
Evaluate a school, college, or employer’s technology plan to determine the extent to which it provides methods and means for integrating the school’s curriculum with educational technology.	·         Demonstrate an understanding of and the ability to create an online learning experience, and demonstrate continued growth in knowledge of technology operations, resource evaluation for quality, objectivity, and reliability and concepts including strategies for teaching and learning in an online environment;	Technology Audit Paper
Evaluate an appropriate grade or course or training program of a given school, college, or employer’s curriculum to determine the extent to which it includes age-appropriate elements of the National / Michigan Educational Technology Standards for Students (NETS-S/METS-S).	·         Demonstrate an understanding of and the ability to create an online learning experience, and demonstrate continued growth in knowledge of technology operations, resource evaluation for quality, objectivity, and reliability and concepts including strategies for teaching and learning in an online environment; ·         Plan, design, and evaluate effective technology-enhanced learning environments and experiences aligned with Michigan’s Content Standards and Grade Level Content Expectations and Michigan Educational Technology Standards for each student;	Technology Audit Paper
Evaluating at least one Internet website for appropriateness and accuracy of information and determining how his or her school, college, or employer’s internet filtering software treats this particular website. Reviewing of at least one web-based “freeware” software application with a plan to pilot it in the classroom and how his or her school, college, or employer’s internet filtering software treats this particular web-based tool.	·         Demonstrate an understanding of and the ability to create an online learning experience, and demonstrate continued growth in knowledge of technology operations, resource evaluation for quality, objectivity, and reliability and concepts including strategies for teaching and learning in an online environment;	Technology Audit Paper
Discussing the use of adaptive technology to aid in student learning, particularly students with disabilities.	·         Demonstrate an understanding of and the ability to create an online learning experience, and demonstrate continued growth in knowledge of technology operations, resource evaluation for quality, objectivity, and reliability and concepts including strategies for teaching and learning in an online environment;	Technology Audit Paper
Identifying individual roles, responses, and responsibilities within a school, college, or employer that are needed to support sound, technology facilitated instruction.	·         Demonstrate an understanding of and the ability to create an online learning experience, and demonstrate continued growth in knowledge of technology operations, resource evaluation for quality, objectivity, and reliability and concepts including strategies for teaching and learning in an online environment; ·         Understand the equity, ethical, legal, social, physical, and psychological issues surrounding the use of technology in K-12 schools and apply those principles in practice	Technology Audit Paper and 10 Blog Post

Now have I mastered all these?  That is yet to be seen.  I feel like I have obviously mastered the blogging and reflective part of the objective and standard (and I actually enjoy it).  I feel very comfortable with the technology enhanced lesson plans and applying the MET-S to the lesson.  Hopefully the lesson plan turns out as good as I planned it.   And lastly, I still have the technology audit paper to do.   Most of the objectives are covered concretely in this assignment.  After putting the table above together, I have a better understanding of the technology audit assignment.  Maybe I’m a dork but I have actually enjoyed this class and putting together the assignments.   From a practical standpoint, it also gives me a sense of relief (and peace) to know that my money actually paid for a class that I enjoyed and will be able to use the skills in the future. J

Works Cited

Professional Standards for Michigan Teachers. Adopted by the Michigan State Board of Education, May 13,2008(http://www.michigan.gov/documents/mde/SBE_approved_PSMT_May_13_2008+coverpg_258601_7.doc) Retrieved from September 29, 2010.

*** Umpstead, Bruce. Education 590: Adavanced Educational Technology Syllabus.  Central Michigan University.  Fall 2010.

***Not sure how to cite a syllabus :)

Useful

About a week ago I filled out the lesson plan template for our technology enhanced lesson plan project.  At that time I was required to look up the technology standards for 7^th graders that were incorporated into the lesson.   I found the Michigan Educational Technology Standards easy to read and navigate.  As I scanned through the 6-8 grade standards, I was surprised at, for lack of a better word, “newness” of the standards.  Some of these standards included tasks that I myself am working on mastering.  For example:  6-8.CC.1. Use digital resources (e.g., discussion groups, blogs, podcasts, videoconferences, Moodle, Blackboard) to collaborate with peers, experts, and other audiences.

                However, I do not find this a bad quality of the standards; I actually find it refreshing that at least Michigan is on the cutting edge of something (sorry for the frustration).   I am also excited that for my technology enhanced lesson plan I will be teaching this same goal (using digital resources to collaborate with peers).  My students will be creating glogs. A glog is a “blog like communication tool” but only cooler for middle schoolers with pictures and cool graphics.    They will be creating glogs to communicate the findings and results of their scientific investigations on M&Ms instead of doing a traditional typed up lab report.   I am really excited to see how it goes and my students seem to share this excited also.

                The MET-S that are included in my technology enhanced lesson plan are as follows:

·         6-8.CI.1. Apply common software features (e.g., spellchecker, thesaurus, formulas, charts, graphics, sounds) to enhance communication with an audience and to support creativity

·         6-8.CT.1. Use databases or spreadsheets to make predictions, develop strategies, and evaluate decisions to assist with solving a problem

·         6-8.CT.2. Evaluate available digital resources and select the most appropriate application to accomplish a specific task (e, g., word processor, table, outline, spreadsheet, presentation program)

·         6-8.CC.1. Use digital resources (e.g., discussion groups, blogs, podcasts, videoconferences, Moodle, Blackboard) to collaborate with peers, experts, and other audiences

MET-S that are prerequisites to this lesson are as follows:

·         3-5.CC.1. Use digital communication tools (e.g., e-mail, wikis, blogs, IM, chat rooms, videoconferencing, Moodle, Blackboard) and online resources for group learning projects

·         3-5.TC.1. Use basic input and output devices (e.g., printers, scanners, digital cameras, video recorders, projectors)

I included the prerequisites because even though students should already be competent in these areas, I assume I will have to do some teaching for these since the MET-S are fairly new and students may not have been exposed to these standards yet.

Check back in about two weeks for my You Tube presentations on the outcome of this lesson.  Wish me luck!

Works Cited

Michigan State Board of Education. (2009). 2009 Michgan Educational Technology Standards for Students: Grades 6-8. Lansing: State of Michigan.

Did you lose your username and password again?

After viewing the You Tube video, “Joe’s Non-Netbook,” I felt l like I have had this student in my class, before but don’t worry I don’t hold grudges for too long.  I find this video clip a little ironic when I look back at my experience with online textbooks vs. traditional textbooks.  Every 7^th grader at my school has a password to an online version of their science, math and social studies textbooks.    At the beginning of the year students are shown the website, how to login and are given their passwords.   So “Joe” from the video would presumably like our textbook where you can click on a picture and save it, or click a link or make the text bigger, however I find that come parent-teacher conferences I have to remind the parents of this resource and reissue usernames and passwords to the students.  Also at a recent meeting with the high school in our district, the issue of online textbooks came up again.   When surveying the entire 10^th grade biology class, most students preferred to carry around a large hard copy of their textbook.  It seems to me that this “Joe” may be a little ahead of his peers in the preferences in the technology department.

Don’t get me wrong I love using technology in my classroom whenever I can, why else would I be in this program.   I just don’t think all of our learners, let’s make that a majority of our learners are ready to transition to the online textbook/webpage for a resource for their assignments.

P.S.  Joe should probably take his hat off in the building before the administrator walks by.

Works Cited

Lehmann, C. (Director). (2009). Joe’s Non-Netbook [Motion Picture].

"Change is easy, but improving is hard"

After reviewing the United States Department of Technology Plan, I was impressed with how comprehensive the Michigan Department of Education Technology plan was.  I was relieved to see indicators of success and multiple strategies for each goal and action steps for each strategy.   However, with no timeline, specific plan for funding or enforcing, it is flawed in some of the same ways as the national plan. 

In the plan there were two goals that really caught my eye, Goal 3 and Goal 5. 

·         Goal 3: Professional Learning: Michigan educators will have competencies in 21st Century Skills, especially information and media fluency, to enable the transformation of teaching and learning to improve student achievement.

You may ask, “What teacher enjoys going to PD?”  And I will say, “Most do not.”  However, if the PD is relevant and useful, even the most reluctant teachers will agree to its importance.  Professional development opportunities involving technology seems to be few and far between.  I feel if we are teaching students skills to be ready in the 21^st century work force then we too must be competent at the skills required in the 21^st century as a new graduate.

·         Goal 5: Data and Information Management: Michigan educators will have access to data for effective classroom decision making and school improvement planning through an integrated local and statewide decision support system, and have access to professional learning opportunities to develop competencies in data-driven decision making.

Goal 5 really stood out because of its practicality.   How many decisions do you just make on a whim?   How many decisions do you make based on information you looked up somewhere?   Hopefully, most people look up information and become informed before making most decisions.  For example, every week my husband does his college and pro football picks, and before doing so he looks up the points spread.   This only makes sense to make the best decision (except for the fact he keeps picking the Detroit Lions, I don’t know how to explain that one).  If we can apply this decision making process to daily activities then how hard could it be to use it in our classroom practices and school policies?  The most intimidating part of this goal would be collecting the data and organizing it, but someone once told me, “Change is easy, but improving is hard.”

Works Cited
(2010, Feb. 9 ). In Teaching for Learning in the Digital Age: 2010 State of Michigan Educational Technology Plan. Retrieved Sep. 23, 2010, from http://techplan.org/STP%202010%20Final.pdf

Vitrual Chances

Virtual Chances

                Michigan Department of Education has many problems to juggle these days.  Recently added to the list, although, not a new problem, the high school dropout rate.  Michigan has passed legislation that has several steps to solving this problem, including online schools and raising the dropout age to 18.  Michigan is currently piloting through funding from grants a virtual high school for at risk students.   The premise is that students can take classes online at their pace and catch up and graduate.   It will re-engage at risk students and they will graduate and have a better life.   Sounds like a great idea!   But before I get excited about anything, I always look at the other side.  Call me a pessimist, but I like to think of myself as a critical thinker.

                Sounds like the plan is assuming a few things.   The first assumption is that at risk students will re-engage and actually follow through with the online research assignments.   Maybe I’m being stereotypical, but I have a hard time believing that a majority of these students are going to have the self discipline or guidance and time management skills to regularly check in and complete research assignments.  Where is the solid accountability here?  What does the school system do when the students do not follow through?  Does the truancy officer have jurisdiction over this type of absence too? 

                The second assumption is that parents will not give permission for their student to drop out of school before 18.   Again, maybe I’m being stereotypical again, but a lot of at risk students have less than the involved parent at home.   Maybe education isn’t valued at home and that’s why the student is at risk in the first place?

                Also, another thought, is this online catch up method teaching our students how to attend a job regularly, in person and on time?  Is it teaching our at risk population the necessary interpersonal skills needed for an interview, or maintaining a job?   Also I know from personal experience teaching this population that relationships are a huge motivation.  Will an online teacher be able to develop such a rapport with their students?   I don’t know the answers to any of these questions.   I guess I will have to wait for the results to make my decision.   Oh, by the way, I wish all the luck to Kyle in graduating this year!

Works Cited

Umpstead, Bruce. "Michigan Uses Online Learning to Reach At Risk Students." eSchool   News. eSchool News Inc., 2 June 2010. Web. 18 Sep. 2010. <http://www.eschoolnews.com/2010/06/02/michigan-uses-online-learning-to-reach-at-risk-students/>.

Wouldn't It Be Nice?!

                The homework assignments for my class are posted on a homework website along with the homework for all other 7^th grade teachers at my school.  A link to our online science, math and social studies textbook is also posted on my school webpage.   If you had a question about classroom procedures or lost a homework assignment, all this could be downloaded from my school webpage.   I am available approximately 18 hours a day through email (I am a normal person contrary to my students’ belief and need some sleep)?   Wouldn’t it be nice if all my students had access to a computer with internet and a working printer?  There would be no logistical excuse for missing an assignment.  I wish I had such resources when I was in school. 

                The US Department of Education has devised a plan to bring all of students, teachers and schools in the 21^st century in the technology department.   In the plan set up by the US Department of Education five main areas of concentration are addressed:  learning, assessment, teaching, infrastructure and productivity.   Each area of concentration has 4 or 5 smaller objectives set up to be accomplished.  The entire plan seems to be nicely summarized by these five areas of concentration and accompanying smaller objectives.   At first glance, I think this is nicely done and will be easy to follow.

                Once I really dig into the goals set up in this plan I realize they seem to be ambiguous at best.   Or are they just so board and ambitious that they seem ambiguous?  Don’t get me wrong, I would like for our entire school system in the United States to be on the cutting edge of technology as much as the next person, however I don’t believe that this plan is going to get us there.  There didn’t seem to be a road map with directions, just a list of destinations.   Wait, I admit I did only read the summary.  Well, let’s take a look at the 114 pg document instead of the 14 pg summary.

                Guess what! No directions, just reasons and explanation why the destinations were decided upon.  Okay back to my previous train of thought.   How are local and state departments of education suppose to accomplish this?  When should each of the goals be accomplished and how do we know that we accomplished them?   Will states define each goal differently?  Where is the funding for the infrastructure going to come from for this plan? Are the states or local school systems going to fund it?  For example, are the local school districts to make sure every student has access to a computer and internet all the time (see goal 4.1 and 4.2)?    Uhh, I really like the ideas set forth but how about helping us out on accomplishing this ambitious goal! . . . Just another plan set up by the powers at be for the everyday miracle workers to figure out and implement.

Works Cited

United States Department of Education. (2010). National Education Technology Plan 2010: Transforming American Education: Learning Powered by Technology. Executive Summary. Washington, D.C.: United States Department of Education.

Kids These Days

Ever hear someone say in dismay “kids these days?”   I certainly have with my grandmother being a veteran teacher of 35 years in 7^th grade and retiring at the age of 70.    However, even I find myself thinking the same thing in disbelief at the age of 28.   When I was in school the bully wrote something nasty about you on the bathroom wall not on his/her, your  or everyone in the entire school’s facebook wall.   No longer can our janitors police the opinions of the bullies on everyone else’s reputation.  If a can of spray paint and a reassuring teacher are no longer be there to help mend the wounds from the school bully, then how are we to do it?  

It use to be that once a student went home they could hopefully find comfort among his/her family away from sometimes tormenting life of a middle schooler.  However today’s bully has found a way around the comforting walls of the family home. Bullying someone using the internet, instant messaging or some type of virtual communication technology is called cyberbullying.  Some schools try to be proactive by offering a “Say No to Cyberbullying” class only to find it backfire on them.  I have even heard in some cases of students hearing the horrible stories of cyberbullying and then turning right around using them for ideas themselves.   Which leaves me asking the question why do students do this to begin with?  Well the reasons for cyberbullying may not be all that different than the reasons for the bully who wrote nasty things about other students on the bathroom wall.  According to the National Crime Prevention Council (NCPA) the following are reasons some students commit this “new fangled” harassment:

·         Don’t think it’s a big deal

·         Don’t think about the consequences

·         Are encouraged by friends

·         Think everybody cyberbullies

·         Think they won’t get caught.

Perhaps the most helpful thing that we as educators can do is empower the student that is neither the bully nor the victim.  Equip all our students with tools to prevent cyberbullying.  The NCPA recommends giving students ways with dealing with the situation such as:

·         Refusing to pass along cyberbullying messages

·         Tell friends to stop cyberbullying

·         Block communication with cyberbullies

·         Report cyberbullying to a trusted adult.

Some organizations such as i-Safe America Inc.  specialize in internet safety.  They even recommend giving students guidelines on how to communicate electronically.   For example, don’t send messages when you’re angry or forward messages from people you don’t know or that seem angry.   I remember the days when parents warned of telling someone on the phone you are home alone or telling a stranger your name.   The cyberbullying crisis throws a whole new spin on that lesson also.  

In light of all this new wonderful technology, it is important as educators that we do not lose sight of the importance of the daily interaction with our students.  Students may really enjoy and be motivated by the use of technology, but in my opinion, there is no replacement for learning empathy first hand.   Everyday classroom experiences provide this type of opportunities with the guidance of a teacher.

Works Cited

"Cyberbullying." iSafe The Leader in Educational Technology. i Safe Inc., n.d. Web. 15 Sept. 2010. <http://www.isafe.org/imgs/pdf/education/CyberBullying.pdf>.

National Crime Prevention Council. Cyberbullying. National Crime Prevention Council, 2010. Web. 15 Sept. 2010. <http://www.ncpc.org/cyberbullying>.

The Death of Homeroom

In education, the term “action research” may seem like an oxymoron.  You know, the literature term for a figure of speech that is self contradictory, for example pretty awful.    I say this because anytime someone at any of the schools I have ever worked at has promised to research to find a solution to a problem; it has rarely ended in any action.   As I read the first chapter, An Introduction to Action Research, from the book “Action Research: An Educational leader’s Gide to School Improvement,” I thought of one particular problem at a school that I had worked at that needed this call to action:  primetime or for lack of a better word “homeroom.”   Over the years, the use of time during our “primetime” had become heavily debated.   Was it really accomplishing the sense of community and belonging, a sense of home base, and the teaching good quality character?   Were our teachers buying into this idea?   Were the students buying into the idea?  Could we put those minutes to better use in our classrooms?    Finally the decision to spread the minutes out among each instructional hour was made and that was the “death of primetime.”

Was this the best solution?   Was this in best practice? To take primetime (the “go to teacher” and main advocate for a middle school student) away?  I don’t know.   I didn’t feel as though I had enough experience to speak up.   Now that I have read this chapter, as a teacher, I feel much more confident in helping in a situation like this.  Reflecting back at the problem, it was the perfect opportunity to use the evaluation route of action research.  According to the author, the goal of evaluation research is to assess the quality of a particular practice or program in the school.   I could have used this chapter as a starting point by determining how to approach the problem.   I could have helped out with the evaluation process by collecting opinions of the other teachers, calling peers at other school to ask what they do.  Being a true science teacher at heart, I understand the importance of research and data driven decisions, I was just never sure of how to apply it to educational policy.  

Well here’s my next question.  If action research is such a common practice among educational leaders and teachers, how come none of the more experience confident teachers spoke up and tried to solve the problem.   The author addresses the most common complainants.  “Who has the time?’’ “Who understands all that university statistical mumble jumble?”   The use of bulleted list, diagrams, and multiple summaries throughout the chapter really narrowed it down for me and solidified the basic points of the concept of “action research.”  Now that I have a clearer picture of how to start and what it encompasses, maybe I can begin to change my meaning of “action research” for myself. 

Works Cited

Glanz, J. (2003). Action Reasearch: An Educational Leader's Guide to School Improvement. MA: Chirstopher-Gordon.

The Purpose of Wikiality

In a recent Colbert Report episode, Steven Colbert defines a new word for our technology driven generation, wikiality.” Colbert goes on to explain how information on the online encyclopedia Wikipedia can be changed by a single user and then made “the truth” with enough votes in agreement from users. He goes on to explain how “wikiality” could one day influence our perception of reality.


With that being said, should student be allowed to use Wikipedia, or for that matter any online user contributed website, as a reliable source of information? This is an increasing important question due to the rising popularity of using free or less expensive online textbooks as an instructional resource. Currently right now in my classroom, Wikipedia is not accepted as a reliable source of information. Why you might ask? Have I ever found incorrect information, or opinions stated as facts? The answer is no, I haven’t. So why then? Well, I was simply told as an undergraduate student that it was not acceptable due to the ability of online users to change information. I then carried over the same line of thinking in my own classroom.

With the assignment to really ponder and take a stance on Wikipedia, I decided to do a little investigation into the unreliability of Wikipedia. I decided to look up two of the most controversial people I could think of, George W. Bush and Barack Obama. My line of thinking is that if any topic will have opinions stated as facts it would be these two hot topic politicians. As I scanned through the entries on these two well known men, I found nothing I felt that was opinions stated as facts. No statements claiming George Bush was a just looking for revenge in Iraq or that Barack Obama isn’t an American citizen. Both entries have sections on their early life and career, accomplishments and policies.

Let’s try another controversial topic, same sex marriage. This should prove a problem if all the entries are entered by random people on the internet. This topic should surely have something “fishy” about it. As I scanned through the entry I did find the following disclaimers:

• This section needs additional citations for verification. Please help improve this article by adding reliable references. Unsourced material may be challenged and removed. (December 2008)

• This section may stray from the topic of the article. Please help improve this section or discuss this issue on the talk page. (April 2010)

Nice, I thought to myself, clearly anyone reading this entry for reliable information would “know better” than to take this information as the absolute truth due to the disclaimer. So what this mean in terms of using Wikipedia for a reliable source?

I don’t think Wikipedia should be used as source of information for formal assignments, or research projects due to the fact that my students may not understand the weight that is carried with the above disclaimers. But could it serve another purpose? Of course, it serves just fine as a source for my little I wonder “why” or” who” or “when’s” for personal knowledge. It can definitely serve this purpose for someone who can distinguish between “wikiality” and reality.

Pictures from Microsoft Word 2007

In a Different Font

In a Different Font


During my student teaching, I taught 9th grade earth science, the literal “dumping grounds” for students in this particular high school. If they didn’t have a spot for or know what to do with a student, it was “Welcome to earth science with Miss Hutchins." On one specific assignment about the rock cycle, a paper that was typed, double spaced and in purple italic font was turned in to me. After reading about half way through the first paragraph, I noticed a semicolon that was properly used, which left me asking myself, “Is this truly this student’s work?” Being the new teacher that I was, I had to figure out a way to prove the literary crime of this student. I simply retyped the entire paragraph into the Google search box and, BINGO! I printed out the page, highlighted the two identical parts of the papers and presented it to the student. His reply, “But Miss Hutchins, I actually retyped it and change the font and color.”

So with the story above in mind, when given the chance to actually partake in a plagiarism assignment, I was excited. Could I do a better job than my before mentioned student? I typed up, or should I say, copy and pasted sentence after sentence until about 90% of the essay for the assignment was plagiarized. However, with the task to copy 90% but fool a matching software and score less than the used 90% of words, the task was tricky than I previously thought. As I typed I started rephrasing and changing out words for synonyms, even ones that didn’t seem so “fancy.” Once submitted, I anxiously awaited my matching score. Bing! It came back. 60% matching? Really, I was prepared to redo the whole paper, maybe even switch topics to make it easier. I really didn’t do that much to make it my own work. So while, you may have students that don’t even take the time to cheat carefully, like my former student, a student who takes the time for few “switcharoos” and synonyms, he or she might actually fool a high school or middle school teacher that doesn’t have the nifty matching software or the time to retype every sentence in every paper into the Google search box.

With the easiness of plagiarism demonstrated to me first hand from my assignment, the need to teach students about academic integrity seems more important to me than ever before. With the digital age zooming past us as we speak, the access to limitless information is everywhere; cell phones, iPods, iPad, oh, and don’t forget a plain old regular computer. It makes me laugh now, but at the time that my former student replied so earnestly about his innocence in his plagiarism crime, I thought it unbelievable that he really thought that way. I guess I have become “immune” to the idea that students cheat, and most that do (well in middle school) may not even realize it’s not the right way to do things. This access to boundless amounts of information and how copying information is starting to become accepted and understood is mentioned in a recent New York Time article, “Plagiarism Lines Blur for Students in the Digital Age.” Author, Trip Gaberil, writes, “The Internet may also be redefining how students — who came of age with music file-sharing, Wikipedia and Web-linking — understand the concept of authorship and the singularity of any text or image.” It makes me wonder, “Will this lack of understanding of integrity in academics and work ethic eventually poison other parts of our society as well?”

Picture taken from Microsoft Clip Art

Works Cited

Gabriel, T. (2010, August 10). Plagiarism Lines Blur for Students in the Digital Age. The New York Times. Retrieved from http://www.nytimes.com/2010/08/02/education/02cheat.html?_r=2