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This is one teachers view of what is happening in his school at the moment, and what is happening in his teaching.
Does anyone out there know what the Copyright regs are that apply to googlemaps? Is it legal to put a copy of a map on their websites. Could it be an image or does it have to be a link? Does the information of where the map came from have to remain if it is an image (I'm assuming so).
Thanks
Earlier discussion still applies I believe. From the Act 1994
Things done for purposes of examination Copyright is not infringed by anything done for the purposes of an examination, whether by way of setting the questions, communicating the questions to the candidates, or answering the questions.This suggests to me that students don't need to do anything since Copyright Infringement can't happen when doing an assessment. ie answering the questions.
What do others think?
I realise that for exam purposes it can be used, but some of these kids are building real sites for real people.
Cheers
Google maps have a Terms of Use section (very bottom right of their maps). Lots of gobbledegook, but it's worth the students reading it. There's also a section (once you go into the Terms of use bit) about permissions etc.
2. Restrictions on Use. Unless you have received prior written authorization from Google (or, as applicable, from the provider of particular Content), you must not:
(a) access or use the Products or any Content through any technology or means other than those provided in the Products, or through other explicitly authorized means Google may designate (such as through the Google Maps/Google Earth APIs);
(b) copy, translate, modify, or make derivative works of the Content or any part thereof;
(c) redistribute, sublicense, rent, publish, sell, assign, lease, market, transfer, or otherwise make the Products or Content available to third parties;
(d) reverse engineer, decompile or otherwise attempt to extract the source code of the Service or any part thereof, unless this is expressly permitted or required by applicable law;
(e) use the Products in a manner that gives you or any other person access to mass downloads or bulk feeds of any Content, including but not limited to numerical latitude or longitude coordinates, imagery, and visible map data;
(f) delete, obscure, or in any manner alter any warning, notice (including but not limited to any copyright or other proprietary rights notice), or link that appears in the Products or the Content; or
(g) use the Service or Content with any products, systems, or applications for or in connection with (i) real time navigation or route guidance, including but not limited to turn-by-turn route guidance that is synchronized to the position of a user's sensor-enabled device; or (ii) any systems or functions for automatic or autonomous control of vehicle behavior
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Just as Sesame Street helped transform television into a revolutionary tool for learning among young children four decades ago, advances in mobile technologies are showing enormous untapped educational potential for today’s generation.
This report released last month by a research centre based at the Sesame Workshop claims that children’s lives have been caught up in a tide of mobile digital technologies—games, cellphones, and smartphones— and that, if carefully managed, these could significantly boost their learning.
“It is no longer a question of whether we should use these devices to support learning, but how and when,” to use them,” writes Michael H. Levine, the executive director of the New York City-based Joan Ganz Cooney Center, at Sesame Workshop.
This The 52-page “Pockets of Potential: Using Mobile Technologies to Promote Children’s Learning” draws on interviews with a cross-section of research, policy, and industry experts to illustrate how mobile technologies such as cell phones, iPod devices, and portable gaming platforms might be more widely used for learning. More than half of the world’s population now owns a cell phone and children under 12 constitute one of the fastest growing segments of mobile technology users in the U.S. Examining over 25 handheld learning products and research projects in the U.S. and abroad, the report highlights early evidence and examples of how mobile devices may help re-define teaching and learning in the decade ahead.