Getty Images has recently launched a new tool that allows anyone to embed the professional photos in their catalogue on non-commercial websites free of charge. When hovering over images in Getty’s massive catalogue, you’ll now see a button to embed a chosen image. Copying the given html embed code will allow you to easily insert this image on your site, with proper attribution included (like the one you see here below, which is one that I have licensed with Getty):
As a Getty contributor, I have mixed feelings about this newest move. I realize that photos are used all the time without respect to copyright (I get many hits each day on my photostream from Pinterest, for example, even though I’ve never shared anything there), and can see this as a move to at least start acknowledging others’ work. But I wonder how much incentive is left both for clients to purchase my images, which are now freely available in the public domain, and for photographers like myself to continue to contribute them.
I love the idea of sharing and collaboration, but I worry at the same time about a future where people expect everything for free. While this post pertains to photography, I see similar discussions happening around all sorts of other creative industries from music to graphic design. I love getting things for free too, but I certainly don’t like working for free. Fortunately for me, photography is a passion and a hobby and not a source of income that I rely upon, but I worry about anyone who is trying to make a living off their creative talents. Aside from ‘credit’, what is their incentive to create new work?
I am honoured to have been recently accepted to join the worldwide community of Google Apps for Education Certified Trainers. While this designation allows me to better offer training to my peers and colleagues working to effectively implement Google Apps in their classrooms, it also allows me to personally connect with a fantastic group of like-minded technology educators. This is particularly important, as, as far as I can tell, I am currently the only Google Apps for Education Certified Trainer in Korea!
It always amazes me at the amount that educators are willing to share and collaborate even if it means no obvious immediate benefit to them. Google Apps for Education are a fantastic resource to employ in any classroom, but their dynamic nature means that functionalities and tools are updated and change on a regular basis. Having access to a global community of fellow trainers means that I can help the learners and educators that I work with to stay on top of these developments, and have an overflowing talent pool to tap into should I encounter problems that need solving.
The process for becoming a Google Apps for Education Certified Trainer is a long one, and one that is itself undergoing changes. But if you’re looking to explore Google Apps for Education further, I’d recommend you start by exploring some of the training opportunities online (and keep an eye open for upcoming changes and updates), or even better, by attending a Google Apps for Education Summit in person. These resources will help you connect with passionate Google Apps users and trainers on the way to building your own global learning community!
I recently was able to present a couple of sessions at the first Korean Google Apps for Education summit, held at Seoul Foreign School. These events are always high energy whirlwinds, and I’m always left impressed by the many innovative things that people are doing with their students.
In one session, I focused on using various Google tools (Google Scholar, News, and Books) and conducting smarter Google searches when undertaking research. While the slides from my presentation are really just an outline, they may help to build an understanding of just how much is possible when you dig deeper with these very helpful free resources.
As with most things Google, the various interfaces, toolbars, and menu options for these tools regularly change as the products are improved. In its attempt to simplify things (which will be appreciated by the majority of users), advanced settings and features can sometimes become hidden away. But these options can be critical to allowing users to explore the full potential of a given tool, and so it’s worth spending some time playing around and finding the settings and filters that can help you to become a more effective researcher.
An actual, made out of dead trees, book. With pictures. To 16 and 17 year-old IB Diploma students. And they loved it.
Many, if not all of our students in international schools are stressed and juggling (perhaps too many) commitments as they work towards illusive goals. It’s so important to remind them to stop sometimes and do something different of their own choosing, like reading for pleasure, that they can enjoy.
After my story was done, we all had a blissful twenty minutes together of sitting quietly in the library and reading whatever we felt like.
In case you’re curious, here’s the video version of what I read to them:
As the school year came to a close, I thought it important to reflect on the progress that we have made in developing an effective library facility and in delivering excellent services to our school community thus far. Often working in isolation or only intermittently with various constituencies in a school, the work that we do in libraries can sometimes fly under the radar. The annual report that I’ve drafted (below) is an attempt to highlight some of the work that we have been doing. There are of course still many challenges ahead, some of which I’ve attempted to identify in the report, but I feel that on the whole, we have accomplished a great deal over the past ten months.
The past few months have been quite busy, but most definitely busy in a very good way.
After attending the Apple Distinguished Educator Institute in Bali in March, I was fortunate enough to also be accepted to the most recent Google Teacher Academy as part of the Google Certified Teacher program. Completing these two programs so close to each other gave me a better understanding of the ethos of both companies and how they are supporting education, and I know that I have already benefited and grown professionally from these events.
The Google Teacher Academy, held at Google’s offices in Sydney, was a very intense few days, but I certainly appreciated the hands-on sessions and practical nature of the event. All of our discussions seemed to be very much rooted in growing our pedagogical practices, and there was a buzz of energy as people shared how they are using Google’s products to enhance learning in their classrooms.
What I probably appreciated most about my experiences at Google was the collaborative nature of our activities there. Googlers (Google employees) and lead learners (Google Certified Teacher alumni) worked together with us to regularly share and learn from one another. Much like what I could garner from the culture of Google itself, there was a very flat hierarchy and an openness to working together regardless of position or stature. This learning continues online within the network of connections that I have now established with fellow Google Certified Teachers.
The next Google Teacher Academy will be held in late July in Chicago, and I would fully encourage anyone who is working with Google tools in their classrooms to consider applying. While intense, the event itself and the community it connects you with represent an incredible opportunity to grow your understanding of educational technology and how it enhances learning.
About two weeks ago, I had the fortune of attending and presenting at the Tokyo Google Apps for Education Summit. The event was a bit of a whirlwind weekend, and I walked away with plenty of ideas and plenty of admiration for what a lot of other fantastic educators are already doing in their schools.
One resource that I keep talking about to people after the summit is the Google Art Project. On this site, Google has collected hundreds of extremely high resolution images of major works of art from around the world. Each work has an accompanying description, links to relevant videos, and many even allow you to zoom out into a Google Streetview mode where you’re standing in front of the work in its gallery. The level of detail in these images is incredible, and for many, is likely greater than what you would be able to perceive with your eye even when standing right in front of the painting. There are many obvious applications for how this resource could be used in art classrooms, but there’s a great deal of relevance for history and geography lessons as well, particularly when you start to examine the descriptions and notes behind each work.
As with anything, there are a couple of things that could be improved on with the site (the artists are listed by first name for some reason, and there are some major works missing), but this is a tremendous free resource that every teacher should be aware of. Many thanks to Jim Sill for introducing me to this fantastic site!