Are School Internet Filters the Forgotten Equity Battleground?
What's the Impact of Overzealous Internet Filtering in Schools?
Teach Kids To Be Their Own Internet Filters
What To Do If Your School Bans Useful Websites
Should Adults Control Kid-Created Content?
More School Districts Welcome Cell Phones in the Class
When School Web Filtering Comes Home
YouTube Lets Schools Opt for Educational Videos
Dispelling Myths About Blocked Websites in Schools
Sponsored
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She is the co-host of the MindShift podcast and now produces KQED's Bay Curious podcast.","avatar":"https://secure.gravatar.com/avatar/a6a567574dafefa959593925eead665c?s=600&d=blank&r=g","twitter":"kschwart","facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"news","roles":["editor"]},{"site":"mindshift","roles":["administrator"]},{"site":"stateofhealth","roles":["author"]},{"site":"science","roles":["editor"]}],"headData":{"title":"Katrina Schwartz | KQED","description":"Producer","ogImgSrc":"https://secure.gravatar.com/avatar/a6a567574dafefa959593925eead665c?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/a6a567574dafefa959593925eead665c?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/katrinaschwartz"},"awatters":{"type":"authors","id":"4352","meta":{"index":"authors_1591205172","id":"4352","found":true},"name":"Audrey Watters","firstName":"Audrey","lastName":"Watters","slug":"awatters","email":"awatters@kqed.org","display_author_email":false,"staff_mastheads":[],"title":null,"bio":null,"avatar":"https://secure.gravatar.com/avatar/fb6ac91bb93632725bfa683c1de71bee?s=600&d=blank&r=g","twitter":null,"facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"mindshift","roles":["subscriber"]}],"headData":{"title":"Audrey Watters | KQED","description":null,"ogImgSrc":"https://secure.gravatar.com/avatar/fb6ac91bb93632725bfa683c1de71bee?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/fb6ac91bb93632725bfa683c1de71bee?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/awatters"},"mindshift":{"type":"authors","id":"4354","meta":{"index":"authors_1591205172","id":"4354","found":true},"name":"MindShift","firstName":"MindShift","lastName":null,"slug":"mindshift","email":"tina@barseghian.com","display_author_email":false,"staff_mastheads":[],"title":null,"bio":null,"avatar":"https://secure.gravatar.com/avatar/ae7f1f73a229130205aa5f57b55eaf16?s=600&d=blank&r=g","twitter":null,"facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"arts","roles":["author"]},{"site":"mindshift","roles":["editor"]}],"headData":{"title":"MindShift | 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FM","link":"/"}},"mindshift_42217":{"type":"posts","id":"mindshift_42217","meta":{"index":"posts_1591205157","site":"mindshift","id":"42217","score":null,"sort":[1443599244000]},"guestAuthors":[],"slug":"are-school-internet-filters-the-forgotten-equity-battleground","title":"Are School Internet Filters the Forgotten Equity Battleground?","publishDate":1443599244,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Despite the increasing emphasis on technology as a learning tool in the classroom, many school districts still aggressively filter the Internet that teachers and students can access. While the federal \u003ca href=\"https://www.fcc.gov/guides/childrens-internet-protection-act\" target=\"_blank\">Children’s Internet Protection Act (CIPA)\u003c/a> requires that schools filter for pornographic images, many districts are over-filtering, blocking sites that can be used positively for education. There are a \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/26/straight-from-the-doe-facts-about-blocking-sites-in-schools/\" target=\"_blank\">lot of myths\u003c/a> about how tight these required filters must be.\u003c/p>\n\u003cp>It’s common for school districts to block social media, chatting services, online games and video services. That means some teachers spend hours downloading YouTube videos to use in their classrooms the next day -- energy that could be better spent elsewhere. Educators argue that a highly filtered Internet \u003ca href=\"http://ww2.kqed.org/mindshift/2014/06/26/whats-the-impact-of-overzealous-internet-filtering-in-schools/\" target=\"_blank\">restricts the intellectual freedom of students\u003c/a> to read and share ideas where the conversation is happening, often on social media. And perhaps most troubling, kids without Internet access at home rely on school Internet for their digital needs and may be missing out on what has become a big part of being an active citizen.\u003c/p>\n\u003caside class=\"pullquote alignright\">'We usually think about the freedom to read or access other people’s points of view. But the freedom to speak and be heard is the flip side of that coin.'\u003c/aside>\n\u003cp>“The more I work with technology, the more I see that the same rights that apply to printed texts should apply to the Internet as well,” said \u003ca href=\"http://www.doug-johnson.com/\" target=\"_blank\">Doug Johnson\u003c/a>, tech director of the Burnsville-Eagan-Savage school district outside Minneapolis.\u003c/p>\n\u003cp>Johnson is in charge of filtering in his district and tries to maintain the lowest level of filtering possible, while still keeping inappropriate material out of kids’ hands. Trained as a librarian, Johnson has a much more nuanced view of banning websites than many tech directors. He feels librarians have a duty to fight for digital access in the same way they do for books.\u003c/p>\n\u003cp>“I feel they’ve totally underestimated the importance of making sure students have access to a variety of viewpoints and digital resources as well,” Johnson said of the traditional librarian focus on printed texts.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In fact, in an age when presidential candidates are being interviewed on YouTube and most of the political debate happens on social media channels, Johnson argues that prohibiting access to these sites actually denies students the opportunity to practice being engaged citizens with a valued voice.\u003c/p>\n\u003cp>“We usually think about the freedom to read or access other people’s points of view,” Johnson said. “But the freedom to speak and be heard is the flip side of that coin.”\u003c/p>\n\u003cp>He’s worried that if websites that give students voice, like Facebook, Twitter and YouTube, are blocked by schools, then some students will never have the opportunity to be heard. And worse, kids who have free and open access to the Internet at home will have the opportunity to participate, while students without home access will have only a filtered online experience.\u003c/p>\n\u003cp>“When you think about all the ways students are denied voice or do not have the ability to see themselves in their learning, it becomes very arbitrary,” high school librarian Michelle Luhtala said on an American Association of School Librarians webinar. She’s a passionate advocate for less administrative filtering and more focus on \u003ca href=\"http://ww2.kqed.org/mindshift/2013/10/04/teach-kids-to-be-their-own-filter/\" target=\"_blank\">teaching students how to be their own filters\u003c/a>.\u003c/p>\n\u003cp>Johnson said he knows from personal experience that filtering companies tend to be overzealous out of caution and lack of understanding about the education context. If any teacher in Johnson’s district asks for a site to be unblocked for a curricular reason, he does so -- no questions asked.\u003c/p>\n\u003cp>\u003cstrong>GROWING DIGITAL LEADERS\u003c/strong>\u003c/p>\n\u003cp>Many districts block social media and video sites because they want to limit distractions. That’s not a good enough reason, said \u003ca href=\"http://blogs.slj.com/neverendingsearch/\" target=\"_blank\">Joyce Valenza\u003c/a>, assistant professor at Rutgers University, where she trains the next generation of school librarians.\u003c/p>\n\u003cp>“We’ve \u003ca href=\"http://ww2.kqed.org/mindshift/2013/12/05/age-of-distraction-why-its-crucial-for-students-to-learn-to-focus/\" target=\"_blank\">always had distractions\u003c/a> in our classrooms,” Valenza said. “We had magazines in our desks; we were throwing notes at each other; we were looking out the window. Teachers need to manage a classroom that doesn’t necessarily have four walls.”\u003c/p>\n\u003cp>She said teaching students to responsibly use their technology in appropriate ways and times should be a crucial part of a school’s mission. They are nurturing not only digital citizens but also digital leaders.\u003c/p>\n\u003cp>“These are things we need to newly learn, but we can’t ignore them,” Valenza argues. “If we ignore them, then [students will] be doing them behind our backs.”\u003c/p>\n\u003cp>Students need to be part of the discussion about classroom norms and can help set the consequences for breaking them. But prohibiting students from accessing the tools to create digital stories, share and access other people’s ideas on current events, and watch video lessons restricts their intellectual rights.\u003c/p>\n\u003cp>“We are not learning in isolation anymore. We learn in networks,” Valenza said. It’s the job of educators to help students learn to use these networks wisely.\u003c/p>\n\u003cp>She points out that while a student may have access to a smartphone outside school, and may be making videos on her own, the experience of digital media is much different when guided by a skilled professional. And when kids have a chance to share their academic work on social networks, their digital footprint represents not just their social activities but their learning as well.\u003c/p>\n\u003cp>\u003cstrong>MORE FILTERING IN BIG DISTRICTS\u003c/strong>\u003c/p>\n\u003cp>Both Valenza and Johnson believe over-filtering is an urgent issue for all educators, especially librarians. “You are the only person who’s trained to stand up for intellectual freedom,” Valenza said. If librarians safeguarded access to digital information as carefully as they do the library’s book collection, kids would have advocates.\u003c/p>\n\u003cp>Many larger districts, which also tend to be urban, have the most restrictive filtering policies and often serve more low-income students, according to Valenza. “Learners that need the resources the most are the ones less likely to have anyone fighting on their behalf,” she said.\u003c/p>\n\u003cp>Valenza advocates for a clear line of communication between classroom teachers and the person controlling the filter. Right now, many big districts have burdensome bureaucracy making it almost impossible to unblock a site in a reasonable amount of time.\u003c/p>\n\u003cp>Teachers working in smaller districts are more likely to have a personal relationship with the person controlling the filter, giving them the power to tinker with it. But most importantly, districts need to make careful decisions about what is blocked and why.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“These are really important philosophical issues in the educational environment, and very often these conversations aren’t being had,” Valenza said.\u003c/p>\n\n","blocks":[],"excerpt":"Educators raise issues of intellectual freedom and equity when it comes to school Internet filters.","status":"publish","parent":0,"modified":1443599244,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":26,"wordCount":1143},"headData":{"title":"Are School Internet Filters the Forgotten Equity Battleground? | KQED","description":"Educators raise issues of intellectual freedom and equity when it comes to school Internet filters.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"42217 http://ww2.kqed.org/mindshift/?p=42217","disqusUrl":"https://ww2.kqed.org/mindshift/2015/09/30/are-school-internet-filters-the-forgotten-equity-battleground/","disqusTitle":"Are School Internet Filters the Forgotten Equity Battleground?","path":"/mindshift/42217/are-school-internet-filters-the-forgotten-equity-battleground","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Despite the increasing emphasis on technology as a learning tool in the classroom, many school districts still aggressively filter the Internet that teachers and students can access. While the federal \u003ca href=\"https://www.fcc.gov/guides/childrens-internet-protection-act\" target=\"_blank\">Children’s Internet Protection Act (CIPA)\u003c/a> requires that schools filter for pornographic images, many districts are over-filtering, blocking sites that can be used positively for education. There are a \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/26/straight-from-the-doe-facts-about-blocking-sites-in-schools/\" target=\"_blank\">lot of myths\u003c/a> about how tight these required filters must be.\u003c/p>\n\u003cp>It’s common for school districts to block social media, chatting services, online games and video services. That means some teachers spend hours downloading YouTube videos to use in their classrooms the next day -- energy that could be better spent elsewhere. Educators argue that a highly filtered Internet \u003ca href=\"http://ww2.kqed.org/mindshift/2014/06/26/whats-the-impact-of-overzealous-internet-filtering-in-schools/\" target=\"_blank\">restricts the intellectual freedom of students\u003c/a> to read and share ideas where the conversation is happening, often on social media. And perhaps most troubling, kids without Internet access at home rely on school Internet for their digital needs and may be missing out on what has become a big part of being an active citizen.\u003c/p>\n\u003caside class=\"pullquote alignright\">'We usually think about the freedom to read or access other people’s points of view. But the freedom to speak and be heard is the flip side of that coin.'\u003c/aside>\n\u003cp>“The more I work with technology, the more I see that the same rights that apply to printed texts should apply to the Internet as well,” said \u003ca href=\"http://www.doug-johnson.com/\" target=\"_blank\">Doug Johnson\u003c/a>, tech director of the Burnsville-Eagan-Savage school district outside Minneapolis.\u003c/p>\n\u003cp>Johnson is in charge of filtering in his district and tries to maintain the lowest level of filtering possible, while still keeping inappropriate material out of kids’ hands. Trained as a librarian, Johnson has a much more nuanced view of banning websites than many tech directors. He feels librarians have a duty to fight for digital access in the same way they do for books.\u003c/p>\n\u003cp>“I feel they’ve totally underestimated the importance of making sure students have access to a variety of viewpoints and digital resources as well,” Johnson said of the traditional librarian focus on printed texts.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In fact, in an age when presidential candidates are being interviewed on YouTube and most of the political debate happens on social media channels, Johnson argues that prohibiting access to these sites actually denies students the opportunity to practice being engaged citizens with a valued voice.\u003c/p>\n\u003cp>“We usually think about the freedom to read or access other people’s points of view,” Johnson said. “But the freedom to speak and be heard is the flip side of that coin.”\u003c/p>\n\u003cp>He’s worried that if websites that give students voice, like Facebook, Twitter and YouTube, are blocked by schools, then some students will never have the opportunity to be heard. And worse, kids who have free and open access to the Internet at home will have the opportunity to participate, while students without home access will have only a filtered online experience.\u003c/p>\n\u003cp>“When you think about all the ways students are denied voice or do not have the ability to see themselves in their learning, it becomes very arbitrary,” high school librarian Michelle Luhtala said on an American Association of School Librarians webinar. She’s a passionate advocate for less administrative filtering and more focus on \u003ca href=\"http://ww2.kqed.org/mindshift/2013/10/04/teach-kids-to-be-their-own-filter/\" target=\"_blank\">teaching students how to be their own filters\u003c/a>.\u003c/p>\n\u003cp>Johnson said he knows from personal experience that filtering companies tend to be overzealous out of caution and lack of understanding about the education context. If any teacher in Johnson’s district asks for a site to be unblocked for a curricular reason, he does so -- no questions asked.\u003c/p>\n\u003cp>\u003cstrong>GROWING DIGITAL LEADERS\u003c/strong>\u003c/p>\n\u003cp>Many districts block social media and video sites because they want to limit distractions. That’s not a good enough reason, said \u003ca href=\"http://blogs.slj.com/neverendingsearch/\" target=\"_blank\">Joyce Valenza\u003c/a>, assistant professor at Rutgers University, where she trains the next generation of school librarians.\u003c/p>\n\u003cp>“We’ve \u003ca href=\"http://ww2.kqed.org/mindshift/2013/12/05/age-of-distraction-why-its-crucial-for-students-to-learn-to-focus/\" target=\"_blank\">always had distractions\u003c/a> in our classrooms,” Valenza said. “We had magazines in our desks; we were throwing notes at each other; we were looking out the window. Teachers need to manage a classroom that doesn’t necessarily have four walls.”\u003c/p>\n\u003cp>She said teaching students to responsibly use their technology in appropriate ways and times should be a crucial part of a school’s mission. They are nurturing not only digital citizens but also digital leaders.\u003c/p>\n\u003cp>“These are things we need to newly learn, but we can’t ignore them,” Valenza argues. “If we ignore them, then [students will] be doing them behind our backs.”\u003c/p>\n\u003cp>Students need to be part of the discussion about classroom norms and can help set the consequences for breaking them. But prohibiting students from accessing the tools to create digital stories, share and access other people’s ideas on current events, and watch video lessons restricts their intellectual rights.\u003c/p>\n\u003cp>“We are not learning in isolation anymore. We learn in networks,” Valenza said. It’s the job of educators to help students learn to use these networks wisely.\u003c/p>\n\u003cp>She points out that while a student may have access to a smartphone outside school, and may be making videos on her own, the experience of digital media is much different when guided by a skilled professional. And when kids have a chance to share their academic work on social networks, their digital footprint represents not just their social activities but their learning as well.\u003c/p>\n\u003cp>\u003cstrong>MORE FILTERING IN BIG DISTRICTS\u003c/strong>\u003c/p>\n\u003cp>Both Valenza and Johnson believe over-filtering is an urgent issue for all educators, especially librarians. “You are the only person who’s trained to stand up for intellectual freedom,” Valenza said. If librarians safeguarded access to digital information as carefully as they do the library’s book collection, kids would have advocates.\u003c/p>\n\u003cp>Many larger districts, which also tend to be urban, have the most restrictive filtering policies and often serve more low-income students, according to Valenza. “Learners that need the resources the most are the ones less likely to have anyone fighting on their behalf,” she said.\u003c/p>\n\u003cp>Valenza advocates for a clear line of communication between classroom teachers and the person controlling the filter. Right now, many big districts have burdensome bureaucracy making it almost impossible to unblock a site in a reasonable amount of time.\u003c/p>\n\u003cp>Teachers working in smaller districts are more likely to have a personal relationship with the person controlling the filter, giving them the power to tinker with it. But most importantly, districts need to make careful decisions about what is blocked and why.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“These are really important philosophical issues in the educational environment, and very often these conversations aren’t being had,” Valenza said.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/42217/are-school-internet-filters-the-forgotten-equity-battleground","authors":["234"],"categories":["mindshift_194","mindshift_195","mindshift_193"],"tags":["mindshift_427","mindshift_822","mindshift_20784","mindshift_1040","mindshift_20801","mindshift_227"],"featImg":"mindshift_42231","label":"mindshift"},"mindshift_36489":{"type":"posts","id":"mindshift_36489","meta":{"index":"posts_1591205157","site":"mindshift","id":"36489","score":null,"sort":[1403791224000]},"guestAuthors":[],"slug":"whats-the-impact-of-overzealous-internet-filtering-in-schools","title":"What's the Impact of Overzealous Internet Filtering in Schools?","publishDate":1403791224,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cimg class=\"aligncenter size-full wp-image-36510\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/06/483861483-e1403740781792.jpg\" alt=\"483861483\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/06/483861483-e1403740781792.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/06/483861483-e1403740781792-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/06/483861483-e1403740781792-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\u003cp>\u003cstrong>By Kathy Baron\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">Not too long ago, a proposal to give some Nebraska students access to a digital library of books and magazines through the school district’s website was thwarted by a district official who objected to students seeing those archetypal photos of naked breasts in \u003cem>National Geographic\u003c/em>.\u003c/p>\n\u003cp>While that may seem quaint, a new report from the American Library Association warns it’s emblematic of an overzealous and damaging crackdown on websites by school districts that are misinterpreting the federal \u003ca href=\"http://www.e-ratecentral.com/CIPA/Childrens_Internet_Protection_Act.pdf\">Children’s Internet Protection Act\u003c/a> (CIPA) of 2000.\u003c/p>\n\u003cp>“The over-filtering that occurs today affects not only what teachers can teach but also how they teach,” writes Kristen Batch in the ALA's report \u003ca href=\"http://www.ala.org/offices/sites/ala.org.offices/files/content/oitp/publications/issuebriefs/cipa_report.pdf\">Fencing Out Knowledge\u003c/a>, which examines the impact of CIPA 10 years after it was \u003ca href=\"https://www.aclu.org/technology-and-liberty/supreme-court-hears-web-blocking-case\">upheld\u003c/a> by the U.S. Supreme Court. It also “creates barriers to learning and acquiring digital literacy skills that are vital for college and career readiness, as well as for full participation in 21\u003csup>st\u003c/sup>-century society.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Batch doesn’t doubt that districts sincerely believe they’re protecting students, but says the law is based on an outmoded version of the Internet as a passive repository of printed information in a digital format.\u003c/p>\n\u003cp>“The most striking change between CIPA when it was passed and CIPA today is the way we use the Internet,” Batch said. “It’s not a magazine, we’re not just consumers, we’re creators, we’re users.”\u003c/p>\n\u003cp>Facebook, YouTube and Twitter didn’t exist when CIPA became law, but today millions of children use them to create online personas and interact with friends, strangers, even potential future employers. On Facebook alone, the typical teen has 300 \"friends,\" according to a 2013 \u003ca href=\"http://www.pewinternet.org/2013/05/21/teens-social-media-and-privacy/\">report\u003c/a> by the Pew Research Internet Project. Yet, the most popular social media sites are also the most commonly blocked by schools.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“That’s really the gap; that students that have their own Internet connections at home have exposure, but those students who rely on Internet access at school, they are not getting access to the same sites that they should be.”\u003c/aside>\n\u003cp>The folly lies in the fact that most students have unfettered access to these forbidden sites through the phones in their pockets and backpacks, on their home computers and in many public libraries – often with no adult guidance. Batch says it’s a missed opportunity to teach students the critical skills they’ll need to discern the good from the bad.\u003c/p>\n\u003cp>“These critical thinking skills aren’t learned just by tinkering with technology, it has to be learned in context in a supportive environment,” said Batch. “Kids can learn and reflect, and it starts to shape behavior in terms of what’s appropriate on line.”\u003c/p>\n\u003ch3>\u003cstrong>Varied Implementation\u003c/strong>\u003c/h3>\n\u003cp>On the surface, CIPA is very clear about what schools and libraries must do to protect children from harmful material on the Internet. According to the \u003ca href=\"http://www.fcc.gov/guides/childrens-internet-protection-act\">Federal Communications Commission\u003c/a>, which oversees compliance with the law, they must put technology protection measures in place that “block or filter Internet access to pictures that are: (a) obscene; (b) child pornography; or (c) harmful to minors.”\u003c/p>\n\u003cp>In practice, however, defining the three measures is up to each community, creating widely varied implementation from district to district and the sort of frustration that led U.S. Supreme Court Justice Potter Stewart in the 1964 \u003ca href=\"getcase.pl%3Fcourt=us&vol=378&invol=184\">\u003cem>Jacobellis v. Ohio\u003c/em>\u003c/a> case, to exclaim about obscenity, “I know it when I see it.”\u003c/p>\n\u003cp>The FCC could order a district that’s out of compliance to repay tens of thousands of dollars in federal discounts to defray the cost of connecting to the Internet through the \u003ca href=\"http://www2.ed.gov/about/offices/list/oii/nonpublic/erate.html\">E-rate program\u003c/a>. Although that hasn’t happened yet, the threat contributes to some districts’ attitude that it’s better to be safe than sorry.\u003c/p>\n\u003cp>In the same Nebraska school district that blocked \u003cem>National Geographic\u003c/em> magazine, neither students in an Advanced Placement government class, nor their teacher, could access websites containing the words China, Russia or Iran, making it a challenge to work on a project that required them to compare the different types of governments in those countries.\u003c/p>\n\u003cp>The only people who could override the filter were in the technology department, which didn’t answer to anyone in the curriculum division, explained a former school staff member, who didn’t want her name used, and their answer to any requests was usually no. This was especially troubling when, in the wake of an attempted suicide, a school counselor wasn’t able to download information on suicide for students who came to her for help.\u003c/p>\n\u003cp>When she asked the tech department to unblock the site, she was rebuffed. “Their view was that if the filter is blocking it, there’s no reason for you to see it,” the former staff member said.\u003c/p>\n\u003cp>[contextly_sidebar id=\"de5cee2950ff9e54bafedc7dd63c324a\"]\u003c/p>\n\u003cp>The Nebraska district is in the midst of a sweeping philosophical and practical turnaround in filtering thanks to a newly elected – and much younger – school board, a new tech director and a new superintendent.\u003c/p>\n\u003cp>But the former staff member still wonders how the old policy impacted other students facing life-altering crises who hit a firewall while searching online for answers. How many dropped out of school or chose other risky behaviors because they couldn’t find any other options.\u003c/p>\n\u003cp>“I have to assume that that happened,” she said.\u003c/p>\n\u003ch3>\u003cstrong>Filtering Out Equality\u003c/strong>\u003c/h3>\n\u003cp>In their nascent days, filters were blunt instruments that worked by blocking any URL or website containing certain keywords: sex, drugs, guns. That’s still the gist of the operating system, but tech advances enable districts to be more nuanced about what gets blocked and for whom, and they’re taking advantage of that flexibility.\u003c/p>\n\u003cp>Between 2010 and 2013, the number of teachers who said Internet blocking was an obstacle in their classrooms fell from 45 to 32 percent, according to surveys by the nonprofit education group, \u003ca href=\"http://www.tomorrow.org/speakup/pdfs/SU09Unleashingthefuture.pdf\">Project Tomorrow\u003c/a>.\u003c/p>\n\u003cp>When John Krull took over as Internet technology officer in Oakland Unified School District last summer, he said teachers’ biggest complaints were about not having access to the websites they needed. Because the district has a sophisticated filter, Krull implemented a teacher login system that lets staff override some blocked sites. He’s working on a similar system for students that would grant varying degrees of access depending on grade level.\u003c/p>\n\u003cp>But a more troubling concern raised in the ALA report is over unequal Internet access based on economic levels. Over-filtering in schools is creating two classes of students, Batch argues, by putting low-income students at an educational disadvantage because they’re less likely to have Internet access at home.\u003c/p>\n\u003cp>“That’s really the gap; that students that have their own Internet connections at home have exposure, but those students who rely on Internet access at school, they are not getting access to the same sites that they should be,” said Batch.\u003c/p>\n\u003cp>In a survey released last year by the \u003ca href=\"http://www.pewinternet.org/2013/02/28/how-teachers-are-using-technology-at-home-and-in-their-classrooms/\" target=\"_blank\">Pew Research Internet Project\u003c/a>, nearly three times as many teachers of low-income students than those with middle- and high-income students said this lack of access was a “major challenge” in their ability “to incorporate more digital tools into their teaching.”\u003c/p>\n\u003cp>The disparities will become more problematic as school implement Common Core State Standards, which require teachers to \u003ca href=\"http://www.corestandards.org/ELA-Literacy/introduction/students-who-are-college-and-career-ready-in-reading-writing-speaking-listening-language/\">embed technology\u003c/a> throughout the curriculum and not treat it as a separate subject.\u003c/p>\n\u003cp>Under the new standards, it’s expected that students will learn to “employ technology thoughtfully to enhance their reading, writing, speaking, listening, and language use. They tailor their searches online to acquire useful information efficiently, and they integrate what they learn using technology with what they learn offline. They are familiar with the strengths and limitations of various technological tools and mediums and can select and use those best suited to their communication goals.”\u003c/p>\n\u003ch3>Finding the Right Balance\u003c/h3>\n\u003cp>Complying with CIPA is a time-consuming and expensive unfunded federal mandate. Filters can cost anywhere from $3-to-$40 per student, depending on the size and needs of the district, and like any software program, they require regular updates and training to make sure everyone knows how to use them.\u003c/p>\n\u003cp>But eliminating filters isn’t the answer to debugging the problems with CIPA. For starters, there is no movement afoot to change law, let alone overturn it, according to FCC officials.\u003c/p>\n\u003cp>What’s more, even people who believe in full access to the Internet agree that there have to be protections in place for children.\u003c/p>\n\u003cp>“There’s not a right or wrong; it’s a lot about community values and it’s a tough thing because the Internet can be a dangerous place,” said Denise Atkinson-Shorey, an IT consultant and former librarian.\u003c/p>\n\u003cp>Wearing just her hat as an IT consultant, Atkinson-Shorey would rather that districts didn’t have to deal with the expense and bother of filters and could put that money and time into resources to directly improve education. Since that’s not going to happen anytime soon, she says there should be an ongoing conversation to review the impact of CIPA.\u003c/p>\n\u003cp>The need to improve communication about the issues that CIPA addresses is the “overarching” outcome of the ALA report. Once teachers, parents, administrators and students start talking about the good and bad consequences of the law, the hope is they can begin to develop some guidelines and resources for school districts and communities.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“It’s not if you have a filter or not, it’s really about to what degree do you filter, how do you filter?” said Atkinson-Shorey.\u003c/p>\n\n","blocks":[],"excerpt":"Over-filtering websites at schools misses the opportunity to teach students the critical skills they’ll need to discern the good from the bad.","status":"publish","parent":0,"modified":1403811177,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":36,"wordCount":1667},"headData":{"title":"What's the Impact of Overzealous Internet Filtering in Schools? | KQED","description":"Over-filtering websites at schools misses the opportunity to teach students the critical skills they’ll need to discern the good from the bad.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"36489 http://blogs.kqed.org/mindshift/?p=36489","disqusUrl":"https://ww2.kqed.org/mindshift/2014/06/26/whats-the-impact-of-overzealous-internet-filtering-in-schools/","disqusTitle":"What's the Impact of Overzealous Internet Filtering in Schools?","path":"/mindshift/36489/whats-the-impact-of-overzealous-internet-filtering-in-schools","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cimg class=\"aligncenter size-full wp-image-36510\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/06/483861483-e1403740781792.jpg\" alt=\"483861483\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/06/483861483-e1403740781792.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/06/483861483-e1403740781792-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/06/483861483-e1403740781792-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\u003cp>\u003cstrong>By Kathy Baron\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">Not too long ago, a proposal to give some Nebraska students access to a digital library of books and magazines through the school district’s website was thwarted by a district official who objected to students seeing those archetypal photos of naked breasts in \u003cem>National Geographic\u003c/em>.\u003c/p>\n\u003cp>While that may seem quaint, a new report from the American Library Association warns it’s emblematic of an overzealous and damaging crackdown on websites by school districts that are misinterpreting the federal \u003ca href=\"http://www.e-ratecentral.com/CIPA/Childrens_Internet_Protection_Act.pdf\">Children’s Internet Protection Act\u003c/a> (CIPA) of 2000.\u003c/p>\n\u003cp>“The over-filtering that occurs today affects not only what teachers can teach but also how they teach,” writes Kristen Batch in the ALA's report \u003ca href=\"http://www.ala.org/offices/sites/ala.org.offices/files/content/oitp/publications/issuebriefs/cipa_report.pdf\">Fencing Out Knowledge\u003c/a>, which examines the impact of CIPA 10 years after it was \u003ca href=\"https://www.aclu.org/technology-and-liberty/supreme-court-hears-web-blocking-case\">upheld\u003c/a> by the U.S. Supreme Court. It also “creates barriers to learning and acquiring digital literacy skills that are vital for college and career readiness, as well as for full participation in 21\u003csup>st\u003c/sup>-century society.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Batch doesn’t doubt that districts sincerely believe they’re protecting students, but says the law is based on an outmoded version of the Internet as a passive repository of printed information in a digital format.\u003c/p>\n\u003cp>“The most striking change between CIPA when it was passed and CIPA today is the way we use the Internet,” Batch said. “It’s not a magazine, we’re not just consumers, we’re creators, we’re users.”\u003c/p>\n\u003cp>Facebook, YouTube and Twitter didn’t exist when CIPA became law, but today millions of children use them to create online personas and interact with friends, strangers, even potential future employers. On Facebook alone, the typical teen has 300 \"friends,\" according to a 2013 \u003ca href=\"http://www.pewinternet.org/2013/05/21/teens-social-media-and-privacy/\">report\u003c/a> by the Pew Research Internet Project. Yet, the most popular social media sites are also the most commonly blocked by schools.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“That’s really the gap; that students that have their own Internet connections at home have exposure, but those students who rely on Internet access at school, they are not getting access to the same sites that they should be.”\u003c/aside>\n\u003cp>The folly lies in the fact that most students have unfettered access to these forbidden sites through the phones in their pockets and backpacks, on their home computers and in many public libraries – often with no adult guidance. Batch says it’s a missed opportunity to teach students the critical skills they’ll need to discern the good from the bad.\u003c/p>\n\u003cp>“These critical thinking skills aren’t learned just by tinkering with technology, it has to be learned in context in a supportive environment,” said Batch. “Kids can learn and reflect, and it starts to shape behavior in terms of what’s appropriate on line.”\u003c/p>\n\u003ch3>\u003cstrong>Varied Implementation\u003c/strong>\u003c/h3>\n\u003cp>On the surface, CIPA is very clear about what schools and libraries must do to protect children from harmful material on the Internet. According to the \u003ca href=\"http://www.fcc.gov/guides/childrens-internet-protection-act\">Federal Communications Commission\u003c/a>, which oversees compliance with the law, they must put technology protection measures in place that “block or filter Internet access to pictures that are: (a) obscene; (b) child pornography; or (c) harmful to minors.”\u003c/p>\n\u003cp>In practice, however, defining the three measures is up to each community, creating widely varied implementation from district to district and the sort of frustration that led U.S. Supreme Court Justice Potter Stewart in the 1964 \u003ca href=\"getcase.pl%3Fcourt=us&vol=378&invol=184\">\u003cem>Jacobellis v. Ohio\u003c/em>\u003c/a> case, to exclaim about obscenity, “I know it when I see it.”\u003c/p>\n\u003cp>The FCC could order a district that’s out of compliance to repay tens of thousands of dollars in federal discounts to defray the cost of connecting to the Internet through the \u003ca href=\"http://www2.ed.gov/about/offices/list/oii/nonpublic/erate.html\">E-rate program\u003c/a>. Although that hasn’t happened yet, the threat contributes to some districts’ attitude that it’s better to be safe than sorry.\u003c/p>\n\u003cp>In the same Nebraska school district that blocked \u003cem>National Geographic\u003c/em> magazine, neither students in an Advanced Placement government class, nor their teacher, could access websites containing the words China, Russia or Iran, making it a challenge to work on a project that required them to compare the different types of governments in those countries.\u003c/p>\n\u003cp>The only people who could override the filter were in the technology department, which didn’t answer to anyone in the curriculum division, explained a former school staff member, who didn’t want her name used, and their answer to any requests was usually no. This was especially troubling when, in the wake of an attempted suicide, a school counselor wasn’t able to download information on suicide for students who came to her for help.\u003c/p>\n\u003cp>When she asked the tech department to unblock the site, she was rebuffed. “Their view was that if the filter is blocking it, there’s no reason for you to see it,” the former staff member said.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>The Nebraska district is in the midst of a sweeping philosophical and practical turnaround in filtering thanks to a newly elected – and much younger – school board, a new tech director and a new superintendent.\u003c/p>\n\u003cp>But the former staff member still wonders how the old policy impacted other students facing life-altering crises who hit a firewall while searching online for answers. How many dropped out of school or chose other risky behaviors because they couldn’t find any other options.\u003c/p>\n\u003cp>“I have to assume that that happened,” she said.\u003c/p>\n\u003ch3>\u003cstrong>Filtering Out Equality\u003c/strong>\u003c/h3>\n\u003cp>In their nascent days, filters were blunt instruments that worked by blocking any URL or website containing certain keywords: sex, drugs, guns. That’s still the gist of the operating system, but tech advances enable districts to be more nuanced about what gets blocked and for whom, and they’re taking advantage of that flexibility.\u003c/p>\n\u003cp>Between 2010 and 2013, the number of teachers who said Internet blocking was an obstacle in their classrooms fell from 45 to 32 percent, according to surveys by the nonprofit education group, \u003ca href=\"http://www.tomorrow.org/speakup/pdfs/SU09Unleashingthefuture.pdf\">Project Tomorrow\u003c/a>.\u003c/p>\n\u003cp>When John Krull took over as Internet technology officer in Oakland Unified School District last summer, he said teachers’ biggest complaints were about not having access to the websites they needed. Because the district has a sophisticated filter, Krull implemented a teacher login system that lets staff override some blocked sites. He’s working on a similar system for students that would grant varying degrees of access depending on grade level.\u003c/p>\n\u003cp>But a more troubling concern raised in the ALA report is over unequal Internet access based on economic levels. Over-filtering in schools is creating two classes of students, Batch argues, by putting low-income students at an educational disadvantage because they’re less likely to have Internet access at home.\u003c/p>\n\u003cp>“That’s really the gap; that students that have their own Internet connections at home have exposure, but those students who rely on Internet access at school, they are not getting access to the same sites that they should be,” said Batch.\u003c/p>\n\u003cp>In a survey released last year by the \u003ca href=\"http://www.pewinternet.org/2013/02/28/how-teachers-are-using-technology-at-home-and-in-their-classrooms/\" target=\"_blank\">Pew Research Internet Project\u003c/a>, nearly three times as many teachers of low-income students than those with middle- and high-income students said this lack of access was a “major challenge” in their ability “to incorporate more digital tools into their teaching.”\u003c/p>\n\u003cp>The disparities will become more problematic as school implement Common Core State Standards, which require teachers to \u003ca href=\"http://www.corestandards.org/ELA-Literacy/introduction/students-who-are-college-and-career-ready-in-reading-writing-speaking-listening-language/\">embed technology\u003c/a> throughout the curriculum and not treat it as a separate subject.\u003c/p>\n\u003cp>Under the new standards, it’s expected that students will learn to “employ technology thoughtfully to enhance their reading, writing, speaking, listening, and language use. They tailor their searches online to acquire useful information efficiently, and they integrate what they learn using technology with what they learn offline. They are familiar with the strengths and limitations of various technological tools and mediums and can select and use those best suited to their communication goals.”\u003c/p>\n\u003ch3>Finding the Right Balance\u003c/h3>\n\u003cp>Complying with CIPA is a time-consuming and expensive unfunded federal mandate. Filters can cost anywhere from $3-to-$40 per student, depending on the size and needs of the district, and like any software program, they require regular updates and training to make sure everyone knows how to use them.\u003c/p>\n\u003cp>But eliminating filters isn’t the answer to debugging the problems with CIPA. For starters, there is no movement afoot to change law, let alone overturn it, according to FCC officials.\u003c/p>\n\u003cp>What’s more, even people who believe in full access to the Internet agree that there have to be protections in place for children.\u003c/p>\n\u003cp>“There’s not a right or wrong; it’s a lot about community values and it’s a tough thing because the Internet can be a dangerous place,” said Denise Atkinson-Shorey, an IT consultant and former librarian.\u003c/p>\n\u003cp>Wearing just her hat as an IT consultant, Atkinson-Shorey would rather that districts didn’t have to deal with the expense and bother of filters and could put that money and time into resources to directly improve education. Since that’s not going to happen anytime soon, she says there should be an ongoing conversation to review the impact of CIPA.\u003c/p>\n\u003cp>The need to improve communication about the issues that CIPA addresses is the “overarching” outcome of the ALA report. Once teachers, parents, administrators and students start talking about the good and bad consequences of the law, the hope is they can begin to develop some guidelines and resources for school districts and communities.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“It’s not if you have a filter or not, it’s really about to what degree do you filter, how do you filter?” said Atkinson-Shorey.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/36489/whats-the-impact-of-overzealous-internet-filtering-in-schools","authors":["4354"],"categories":["mindshift_195"],"tags":["mindshift_427","mindshift_1040","mindshift_227"],"featImg":"mindshift_36510","label":"mindshift"},"mindshift_31845":{"type":"posts","id":"mindshift_31845","meta":{"index":"posts_1591205157","site":"mindshift","id":"31845","score":null,"sort":[1380905963000]},"guestAuthors":[],"slug":"teach-kids-to-be-their-own-filter","title":"Teach Kids To Be Their Own Internet Filters","publishDate":1380905963,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_31852\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/56155476@N08/6659984663/in/photolist-b9wapM-b9wosM-b9wsuz-b9wuba-dD6mMG-8hVBVA-b9wCVn-b9wzna-b9wY7D-b9wdVk-b9wSNz-b9wZD8-b9wTH2-b9wEsv-b9whT4-b9wRmt-b9we8T-b9wTa4-b9wAEF-b9wX5k-b9wXLz-b9wN8k-b9wTmg-b9wLiM-b9wpfH-b9wyB6-b9wrgr-b9wZck-b9wiQD-b9wPu6-b9wcZz-b9whbr-b9wtkH-b9wv22-b9wKpx-b9wNJp-b9wEfK-b9wAQD-b9wnFZ-b9wevk-b9w9A2-b9wFbv-b9w8wT-b9wPk2-b9wfxp-b9wkkk-b9wNmP-b9wFkx-b9w87P-b9wjnP-b9wqra\">\u003cimg class=\"size-full wp-image-31852\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/10/filters300.jpg\" alt=\"filters300\" width=\"640\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/10/filters300.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/filters300-400x188.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/filters300-320x150.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \" credit=\"flickingerbrad/Flickr\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">It's becoming less and less effective to \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/straight-from-the-doe-facts-about-blocking-sites-in-schools/\">block students from websites\u003c/a>. When Los Angeles Unified \u003ca href=\"http://ww2.kqed.org/mindshift/2013/10/why-l-a-s-ipad-rollout-was-doomed/\">rolled out its one-to-one iPad program,\u003c/a> administrators expected to be able to control how students used them both in school and at home. But, not surprisingly, kids are resourceful and students quickly found ways around the security, prompting the district to require students to turn over the devices.\u003c/p>\n\u003cp>Students live in an information-saturated world. Rather than shielding them from the digital world, many agree the most effective way to keep them safe and using the internet responsibly as a learning tool is to teach them how to be their own filters. That’s not only a life skill, but one that’s important when researching. Older kids, especially, have the capacity to learn how to decide which online sources can be trusted and why.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“If we are not teaching the kids to use the web as a vehicle for enhancing learning and teaching them to be the filter, that’s a dereliction of duty.\" \u003c/aside>\n\u003cp>A key to making sure good practices stick is to teach research skills when kids need them. “If it’s not embedded with instruction it will have no relevance to the learner,” said Michelle Luhtala, Library Department Chair at \u003ca href=\"http://www.newcanaan.k12.ct.us/education/components/scrapbook/default.php?sectiondetailid=19933&\">New Canaan High School\u003c/a> in Connecticut during an \u003ca href=\"http://home.edweb.net/\">edWeb\u003c/a> webinar (who also leads \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/what-to-do-if-your-school-bans-a-useful-website/\">Banned Website Awareness Day\u003c/a>). She doesn’t swoop into a sophomore history class and guest lecture on how to research on the web. “If it’s taught separately, in isolation from the content, I don’t think the kids are going to take the learning seriously,” Luhtala said.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/building-good-search-skills-what-students-need-to-know/\">Building Good Search Skills: What Students Need to Know\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>While they're learning to be good researchers, students will also be solidifying key Common Core competencies, like the ability to integrate knowledge, identify truthful reasoning, and use evidence to make a point.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“If we are not teaching the kids to use the web as a vehicle for enhancing learning and teaching them to be the filter, that’s a dereliction of duty,” Luhtala said. One good way to put students through a meaningful, rigorous experience of analyzing source validity is with an annotated bibliography. Students have to not only summarize the source’s importance, but also evaluate its validity. Here are some data points Luhtala teaches students to identify.\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Identifying features:\u003c/strong> maps, graphs, documents, reprints etc.\u003c/li>\n\u003cli>\u003cstrong>Scope:\u003c/strong> Is the source broad like an encyclopedia entry or does it go deeply into a subject? When researching, start broad and narrow along the way.\u003c/li>\n\u003cli>\u003cstrong>Sources:\u003c/strong> Does the article references where the information came from?\u003c/li>\n\u003cli>\u003cstrong>Reliable:\u003c/strong> What’s a legitimate news source? Look for clues in layout, author biography, labels on the page that would indicate if it’s opinion or reported work.\u003c/li>\n\u003cli>\u003cstrong>Currency:\u003c/strong> How recent is the work? Does that date matter for the purposes of the project?\u003c/li>\n\u003cli>\u003cstrong>Comparison: \u003c/strong>Can the information be compared to other sources?\u003c/li>\n\u003cli>\u003cstrong>Authority:\u003c/strong> Is the author really an expert? What clues from their bio would indicate if the author has a specific bias? Did he or she get paid to write the article? That can be a good indicator of bias.\u003c/li>\n\u003cli>\u003cstrong>Audience:\u003c/strong> Discern who the article is written for and that will help determine its purpose and perhaps its bias.\u003c/li>\n\u003cli>\u003cstrong>Viewpoint:\u003c/strong> Different viewpoints have varying degrees of validity. There are times when one viewpoint should perhaps be given more weight than another.\u003c/li>\n\u003cli>\u003cstrong>Purpose:\u003c/strong> Was it written to promote something?\u003c/li>\n\u003cli>\u003cstrong>Conclusion:\u003c/strong> What conclusions did the author draw?\u003c/li>\n\u003cli>\u003cstrong>Relevance:\u003c/strong> Is the source relevant to the research needs?\u003c/li>\n\u003c/ul>\n\u003cp>Additionally, Luhtala pushes her students to think carefully about the layout of various websites, especially news sources. Sometimes it can be hard to determine if an article is a book review, op-ed, reported article or even something self-promotional. “You cannot just accept an article at face value without clicking to figure out who wrote the article,” Luhtala said. She pushes students to identify whether a given text is anecdote, fact, opinion or research and asks them to pay attention to the language to determine whether something leans towards conservative or liberal views.\u003c/p>\n\u003cp>New Canaan High School allows students to use sites like Facebook, YouTube and Twitter. Student \u003ca href=\"http://ww2.kqed.org/mindshift/?s=BYOD\">mobile devices are also considered learning tools\u003c/a>. That works because of a culture of trust and responsibility the school has developed. Freshmen watch a welcome video on their first day with the message “We Trust You.”\u003c/p>\n\u003cp>[youtube http://www.youtube.com/watch?v=yIZ48MQIp48]\u003c/p>\n\u003cp>Freshmen also kick off their first year of high school with a rigorous, self-directed, collaborative research boot camp project. The project includes 101 steps to develop good research habits at the beginning of their high school career. “It’s a baseline review for them and it helps me know what they know and they don’t know,” Luhtala said. The library also has its own Google Voice phone number that students can text or call with questions at any time of the day. “I’ve never ever had an inappropriate text,” she said, noting that the school has more than 1,300 kids. “It’s a message that learning does not stop after 3pm.”\u003c/p>\n\u003cp>Luhtala also uses data strategically to make sure the messages about researching are hitting home. She uses an online version of the Currency, Relevance, Authority, Accuracy, and Purpose (\u003ca href=\"http://libguides.library.ncat.edu/content.php?pid=53820&sid=394505\">CRAAP) test\u003c/a> to quickly evaluate all the high school students. She sets up a QR code that goes to the test, students fill it out on their phones in five to 10 minutes, and she has a complete record of what students understand well and what she needs to re-teach.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“If you set the expectations really high it’s amazing what they can generate,” Luhtala said.\u003c/p>\n\n","blocks":[],"excerpt":"Students live in an information saturated world. The most effective way to keep them safe and using the internet responsibly as a learning tool is to teach them how to be their own filters. ","status":"publish","parent":0,"modified":1402598098,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":12,"wordCount":997},"headData":{"title":"Teach Kids To Be Their Own Internet Filters | KQED","description":"Students live in an information saturated world. The most effective way to keep them safe and using the internet responsibly as a learning tool is to teach them how to be their own filters. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"31845 http://blogs.kqed.org/mindshift/?p=31845","disqusUrl":"https://ww2.kqed.org/mindshift/2013/10/04/teach-kids-to-be-their-own-filter/","disqusTitle":"Teach Kids To Be Their Own Internet Filters","path":"/mindshift/31845/teach-kids-to-be-their-own-filter","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_31852\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/56155476@N08/6659984663/in/photolist-b9wapM-b9wosM-b9wsuz-b9wuba-dD6mMG-8hVBVA-b9wCVn-b9wzna-b9wY7D-b9wdVk-b9wSNz-b9wZD8-b9wTH2-b9wEsv-b9whT4-b9wRmt-b9we8T-b9wTa4-b9wAEF-b9wX5k-b9wXLz-b9wN8k-b9wTmg-b9wLiM-b9wpfH-b9wyB6-b9wrgr-b9wZck-b9wiQD-b9wPu6-b9wcZz-b9whbr-b9wtkH-b9wv22-b9wKpx-b9wNJp-b9wEfK-b9wAQD-b9wnFZ-b9wevk-b9w9A2-b9wFbv-b9w8wT-b9wPk2-b9wfxp-b9wkkk-b9wNmP-b9wFkx-b9w87P-b9wjnP-b9wqra\">\u003cimg class=\"size-full wp-image-31852\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/10/filters300.jpg\" alt=\"filters300\" width=\"640\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/10/filters300.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/filters300-400x188.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/filters300-320x150.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \" credit=\"flickingerbrad/Flickr\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">It's becoming less and less effective to \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/straight-from-the-doe-facts-about-blocking-sites-in-schools/\">block students from websites\u003c/a>. When Los Angeles Unified \u003ca href=\"http://ww2.kqed.org/mindshift/2013/10/why-l-a-s-ipad-rollout-was-doomed/\">rolled out its one-to-one iPad program,\u003c/a> administrators expected to be able to control how students used them both in school and at home. But, not surprisingly, kids are resourceful and students quickly found ways around the security, prompting the district to require students to turn over the devices.\u003c/p>\n\u003cp>Students live in an information-saturated world. Rather than shielding them from the digital world, many agree the most effective way to keep them safe and using the internet responsibly as a learning tool is to teach them how to be their own filters. That’s not only a life skill, but one that’s important when researching. Older kids, especially, have the capacity to learn how to decide which online sources can be trusted and why.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“If we are not teaching the kids to use the web as a vehicle for enhancing learning and teaching them to be the filter, that’s a dereliction of duty.\" \u003c/aside>\n\u003cp>A key to making sure good practices stick is to teach research skills when kids need them. “If it’s not embedded with instruction it will have no relevance to the learner,” said Michelle Luhtala, Library Department Chair at \u003ca href=\"http://www.newcanaan.k12.ct.us/education/components/scrapbook/default.php?sectiondetailid=19933&\">New Canaan High School\u003c/a> in Connecticut during an \u003ca href=\"http://home.edweb.net/\">edWeb\u003c/a> webinar (who also leads \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/what-to-do-if-your-school-bans-a-useful-website/\">Banned Website Awareness Day\u003c/a>). She doesn’t swoop into a sophomore history class and guest lecture on how to research on the web. “If it’s taught separately, in isolation from the content, I don’t think the kids are going to take the learning seriously,” Luhtala said.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/building-good-search-skills-what-students-need-to-know/\">Building Good Search Skills: What Students Need to Know\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>While they're learning to be good researchers, students will also be solidifying key Common Core competencies, like the ability to integrate knowledge, identify truthful reasoning, and use evidence to make a point.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“If we are not teaching the kids to use the web as a vehicle for enhancing learning and teaching them to be the filter, that’s a dereliction of duty,” Luhtala said. One good way to put students through a meaningful, rigorous experience of analyzing source validity is with an annotated bibliography. Students have to not only summarize the source’s importance, but also evaluate its validity. Here are some data points Luhtala teaches students to identify.\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Identifying features:\u003c/strong> maps, graphs, documents, reprints etc.\u003c/li>\n\u003cli>\u003cstrong>Scope:\u003c/strong> Is the source broad like an encyclopedia entry or does it go deeply into a subject? When researching, start broad and narrow along the way.\u003c/li>\n\u003cli>\u003cstrong>Sources:\u003c/strong> Does the article references where the information came from?\u003c/li>\n\u003cli>\u003cstrong>Reliable:\u003c/strong> What’s a legitimate news source? Look for clues in layout, author biography, labels on the page that would indicate if it’s opinion or reported work.\u003c/li>\n\u003cli>\u003cstrong>Currency:\u003c/strong> How recent is the work? Does that date matter for the purposes of the project?\u003c/li>\n\u003cli>\u003cstrong>Comparison: \u003c/strong>Can the information be compared to other sources?\u003c/li>\n\u003cli>\u003cstrong>Authority:\u003c/strong> Is the author really an expert? What clues from their bio would indicate if the author has a specific bias? Did he or she get paid to write the article? That can be a good indicator of bias.\u003c/li>\n\u003cli>\u003cstrong>Audience:\u003c/strong> Discern who the article is written for and that will help determine its purpose and perhaps its bias.\u003c/li>\n\u003cli>\u003cstrong>Viewpoint:\u003c/strong> Different viewpoints have varying degrees of validity. There are times when one viewpoint should perhaps be given more weight than another.\u003c/li>\n\u003cli>\u003cstrong>Purpose:\u003c/strong> Was it written to promote something?\u003c/li>\n\u003cli>\u003cstrong>Conclusion:\u003c/strong> What conclusions did the author draw?\u003c/li>\n\u003cli>\u003cstrong>Relevance:\u003c/strong> Is the source relevant to the research needs?\u003c/li>\n\u003c/ul>\n\u003cp>Additionally, Luhtala pushes her students to think carefully about the layout of various websites, especially news sources. Sometimes it can be hard to determine if an article is a book review, op-ed, reported article or even something self-promotional. “You cannot just accept an article at face value without clicking to figure out who wrote the article,” Luhtala said. She pushes students to identify whether a given text is anecdote, fact, opinion or research and asks them to pay attention to the language to determine whether something leans towards conservative or liberal views.\u003c/p>\n\u003cp>New Canaan High School allows students to use sites like Facebook, YouTube and Twitter. Student \u003ca href=\"http://ww2.kqed.org/mindshift/?s=BYOD\">mobile devices are also considered learning tools\u003c/a>. That works because of a culture of trust and responsibility the school has developed. Freshmen watch a welcome video on their first day with the message “We Trust You.”\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/yIZ48MQIp48'\n title='//www.youtube.com/embed/yIZ48MQIp48'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Freshmen also kick off their first year of high school with a rigorous, self-directed, collaborative research boot camp project. The project includes 101 steps to develop good research habits at the beginning of their high school career. “It’s a baseline review for them and it helps me know what they know and they don’t know,” Luhtala said. The library also has its own Google Voice phone number that students can text or call with questions at any time of the day. “I’ve never ever had an inappropriate text,” she said, noting that the school has more than 1,300 kids. “It’s a message that learning does not stop after 3pm.”\u003c/p>\n\u003cp>Luhtala also uses data strategically to make sure the messages about researching are hitting home. She uses an online version of the Currency, Relevance, Authority, Accuracy, and Purpose (\u003ca href=\"http://libguides.library.ncat.edu/content.php?pid=53820&sid=394505\">CRAAP) test\u003c/a> to quickly evaluate all the high school students. She sets up a QR code that goes to the test, students fill it out on their phones in five to 10 minutes, and she has a complete record of what students understand well and what she needs to re-teach.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“If you set the expectations really high it’s amazing what they can generate,” Luhtala said.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/31845/teach-kids-to-be-their-own-filter","authors":["234"],"categories":["mindshift_193"],"tags":["mindshift_968","mindshift_1040","mindshift_227","mindshift_895"],"featImg":"mindshift_31854","label":"mindshift"},"mindshift_24138":{"type":"posts","id":"mindshift_24138","meta":{"index":"posts_1591205157","site":"mindshift","id":"24138","score":null,"sort":[1349269201000]},"guestAuthors":[],"slug":"what-to-do-if-your-school-bans-a-useful-website","title":"What To Do If Your School Bans Useful Websites","publishDate":1349269201,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp class=\"dropcap-serif\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/what-to-do-if-your-school-bans-a-useful-website/attachment/123208401/\" rel=\"attachment wp-att-24159\">\u003cimg class=\"alignright size-large wp-image-24159\" title=\"123208401\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/10/123208401-620x351.jpg\" alt=\"\" width=\"620\" height=\"351\">\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">Today is \u003ca href=\"http://www.ala.org/aasl/advocacy/bwad\">Banned Website Awareness Day\u003c/a>, and all across the country, educators are doing their part to raise awareness of how overly restrictive blocking of educational websites affects student learning.\u003c/p>\n\u003cp>The dialogue around filtering must also include\u003ca> bring-your-own-device\u003c/a> policies, appropriate \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/students-want-social-media-in-schools/\">use of social media in schools, \u003c/a>and \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/students-demand-the-right-to-use-technology-in-schools/\">overall responsible use of technology\u003c/a> in school. Each of these issues plays an important part in the equation that influences school policy around filtering websites. For example, do students and teachers use social media sites like Edmodo or even Facebook for class purposes? Are educational videos on YouTube part of teachers' curriculum? In large school districts, does it make sense to have individual school policies? Are students allowed to use their cell phones?\u003c/p>\n\u003cp>Part of the investigation into what filtering policies to put in place revolves around understanding current rules and regulations -- and that's the problem, according to \u003ca href=\"http://bibliotech.me/\">Michelle Luhtala, \u003c/a>a librarian at New Cannan High School and one of the primary organizers of Banned Websites Awareness Day.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"People believe the rules are far more restrictive than they really are.\"\u003c/p>\n\u003c/aside>\n\u003cp>\"People believe the rules are far more restrictive than they really are,\" she said. \"Most people are working off of policies that predate 2003, and so much has happened since then, and continues to happen.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In a recent survey of nearly 700 teachers, principals, and school librarians, conducted by MMS Education and co-sponsored by edWeb.net and MCH Strategic Data, 55% of respondents said they had somewhat restrictive policies of access to Web 2.0 tools (social media sites) for teachers, and 23% said they had very restrictive policies. And when it came to students, 44% said they had somewhat restrictive policies of access, and 47% said they had very restrictive policies.\u003c/p>\n\u003cp>Most of the blocked sites are either social media sites, or have some element of public sharing of information, and that's where school administrators need to be more flexible, Luhtala said. \"Administration more than teachers need to open their minds to the value and potential of social networking for \u003c!--more-->educational use,\" wrote a survey respondent. \"CIPA needs to be spelled out more specifically or made clearer to IT in education so that filters are not blocking sites unnecessarily.\"\u003c/p>\n\u003cp>In the meantime, what should educators do when they try to access a site in school that's blocked by the school's filter? Luhtala offers the following advice.\u003c/p>\n\u003col>\n\u003cli>\u003cstrong>PRESENT FACTS. \u003c/strong>Direct people to the Department of Education's suggestions \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/straight-from-the-doe-facts-about-blocking-sites-in-schools/\">in this article\u003c/a> (posted below). \"This is a really valuable resource for tech directors who aren’t well informed about the details of legal aspects,\" Luhtala said. \"Sometimes IT directors tell other IT directors who say, 'Just do what the lawyers say,' and it becomes a giant case of the game Telephone. The DOE is the ultimate authority, so this article forces them to look at their agenda and policies.\"\u003c/li>\n\u003cli>\u003cstrong>CONSIDER SMART POLICIES. \u003c/strong>Study CoSN's \u003ca href=\"http://www.cosn.org/Initiatives/ParticipatoryLearning/Web20MobileAUPGuide/tabid/8139/Default.aspx\">Guide for Acceptable Use Policies \u003c/a>for filtering and other issues, and their recent report \u003ca href=\"http://www.cosn.org/Initiatives/ParticipatoryLearning/MakingProgress/tabid/12543/Default.aspx\">Making Progress: Rethinking State and School District Policies Concerning Mobile Technologies and Social Media\u003c/a>, which clearly states, \"Before steps are taken to impose limits on the use of social media and mobile technologies in schools, policymakers and educators need to consider the consequences for learning that such restrictions would produce... Such action should carefully consider the advantages of social media for learning and that these guidelines for responsible use bring media into mentored environments where they can be safely explored and shared.\"\u003c/li>\n\u003cli>\u003cstrong>CREATE A DIALOGUE. \u003c/strong>Start a conversation with people who manage the filtering system. \"A lot of policies have been in place for 10 years or more,\" Luhtala said. \"Sometimes they assume products are inherently bad, but if they understand that they can be tools for learning, they can see constructive purposes.\"\u003c/li>\n\u003cli>\u003cstrong>GET AN EARLY ADOPTER ON BOARD AND TAKE BABY STEPS. \u003c/strong>Collaborate with an innovator, and see if you can work on a project that includes a site you want unblocked. Get parent and school authorization to try out the pilot project and document the process along the way in order to share best practices. Try it out for five weeks and see how it goes.\u003c/li>\n\u003cli>\u003cstrong>USE AND SHARE RESOURCES. \u003c/strong>Read the \u003ca href=\"http://aasl.ala.org/essentiallinks/index.php?title=Main_Page\">American Association of School Librarian's Essential Resources site \u003c/a>and add your own resources to help others spread the message and educate other educators.\u003c/li>\n\u003cli>\u003cstrong>WADE INTO SOCIAL MEDIA. \u003c/strong>For those who have yet to start using social media with students, Luhtala suggests \"take steps to try to understand what all the fuss is about.\" But that will take time and training, as one survey respondent pointed out. \"I believe it offers us potential opportunities to further engage our students. However, in order to maximize this potential we must provide teachers and students with additional trainings,\" the anonymous respondent wrote in the survey.\u003c/li>\n\u003c/ol>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>When you're ready to take action, \u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/dispelling-myths-about-blocked-websites-in-schools/\">here are the list of myths dispelled \u003c/a>directly by the Department of Education's Technology Director Karen Cator:\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Accessing YouTube is not violating CIPA rules.\u003c/strong> “Absolutely it’s not circumventing the rules,” Cator says. “The rule is to block inappropriate sites. All sorts of YouTube videos are helpful in explaining complex concepts or telling a story, or for hearing an expert or an authentic voice — they present learning opportunities that are really helpful.”\u003c/li>\n\u003cli>\u003cstrong>Websites don’t have to be blocked for teachers\u003c/strong>. “Some of the comments I saw online had to do with teachers wondering why they can’t access these sites,” she says. “They absolutely can. There’s nothing that says that sites have to be blocked for adults.”\u003c/li>\n\u003cli>\u003cstrong>Broad filters are not helpful\u003c/strong>. “What we have had is what I consider brute force technologies that shut down wide swaths of the Internet, like all of YouTube, for example. Or they may shut down anything that has anything to do with social media, or anything that is a game,” she said. “These broad filters aren’t actually very helpful, because we need much more nuanced filtering.”\u003c/li>\n\u003cli>\u003cstrong>Schools will not lose \u003ca href=\"http://www.fcc.gov/learnnet/\">E-rate\u003c/a> funding by unblocking appropriate sites. \u003c/strong>Cator said she’s never heard of a school losing E-rate funding due to allowing appropriate sites blocked by filters. See the excerpt below from the \u003ca href=\"http://www.ed.gov/technology/netp-2010\">National Education Technology Plan\u003c/a>, approved by officials who dictate E-rate rules.\u003c/li>\n\u003cli>\u003cstrong>Kids need to be taught how to be responsible digital citizens. \u003c/strong>“[We need to] address the topic at school or home in the form of education,” Cator says. “How do we educate this generation of young people to be safe online, to be secure online, to protect their personal information, to understand privacy, and how that all plays out when they’re in an online space?”\u003c/li>\n\u003cli>\u003cstrong>Teachers should be trusted.\u003c/strong> “If the technology fails us and filters something appropriate and useful, and if teachers in their professional judgment think it’s appropriate, they should be able to show it,” she said. “Teachers need to impose their professional judgment on materials that are available to their students.”\u003c/li>\n\u003c/ul>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1349293824,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":10,"wordCount":1202},"headData":{"title":"What To Do If Your School Bans Useful Websites | KQED","description":"Today is Banned Website Awareness Day, and all across the country, educators are doing their part to raise awareness of how overly restrictive blocking of educational websites affects student learning. The dialogue around filtering must also include bring-your-own-device policies, appropriate use of social media in schools, and overall responsible use of technology in school. Each","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"24138 http://blogs.kqed.org/mindshift/?p=24138","disqusUrl":"https://ww2.kqed.org/mindshift/2012/10/03/what-to-do-if-your-school-bans-a-useful-website/","disqusTitle":"What To Do If Your School Bans Useful Websites","path":"/mindshift/24138/what-to-do-if-your-school-bans-a-useful-website","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"dropcap-serif\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/what-to-do-if-your-school-bans-a-useful-website/attachment/123208401/\" rel=\"attachment wp-att-24159\">\u003cimg class=\"alignright size-large wp-image-24159\" title=\"123208401\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/10/123208401-620x351.jpg\" alt=\"\" width=\"620\" height=\"351\">\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">Today is \u003ca href=\"http://www.ala.org/aasl/advocacy/bwad\">Banned Website Awareness Day\u003c/a>, and all across the country, educators are doing their part to raise awareness of how overly restrictive blocking of educational websites affects student learning.\u003c/p>\n\u003cp>The dialogue around filtering must also include\u003ca> bring-your-own-device\u003c/a> policies, appropriate \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/students-want-social-media-in-schools/\">use of social media in schools, \u003c/a>and \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/students-demand-the-right-to-use-technology-in-schools/\">overall responsible use of technology\u003c/a> in school. Each of these issues plays an important part in the equation that influences school policy around filtering websites. For example, do students and teachers use social media sites like Edmodo or even Facebook for class purposes? Are educational videos on YouTube part of teachers' curriculum? In large school districts, does it make sense to have individual school policies? Are students allowed to use their cell phones?\u003c/p>\n\u003cp>Part of the investigation into what filtering policies to put in place revolves around understanding current rules and regulations -- and that's the problem, according to \u003ca href=\"http://bibliotech.me/\">Michelle Luhtala, \u003c/a>a librarian at New Cannan High School and one of the primary organizers of Banned Websites Awareness Day.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"People believe the rules are far more restrictive than they really are.\"\u003c/p>\n\u003c/aside>\n\u003cp>\"People believe the rules are far more restrictive than they really are,\" she said. \"Most people are working off of policies that predate 2003, and so much has happened since then, and continues to happen.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In a recent survey of nearly 700 teachers, principals, and school librarians, conducted by MMS Education and co-sponsored by edWeb.net and MCH Strategic Data, 55% of respondents said they had somewhat restrictive policies of access to Web 2.0 tools (social media sites) for teachers, and 23% said they had very restrictive policies. And when it came to students, 44% said they had somewhat restrictive policies of access, and 47% said they had very restrictive policies.\u003c/p>\n\u003cp>Most of the blocked sites are either social media sites, or have some element of public sharing of information, and that's where school administrators need to be more flexible, Luhtala said. \"Administration more than teachers need to open their minds to the value and potential of social networking for \u003c!--more-->educational use,\" wrote a survey respondent. \"CIPA needs to be spelled out more specifically or made clearer to IT in education so that filters are not blocking sites unnecessarily.\"\u003c/p>\n\u003cp>In the meantime, what should educators do when they try to access a site in school that's blocked by the school's filter? Luhtala offers the following advice.\u003c/p>\n\u003col>\n\u003cli>\u003cstrong>PRESENT FACTS. \u003c/strong>Direct people to the Department of Education's suggestions \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/straight-from-the-doe-facts-about-blocking-sites-in-schools/\">in this article\u003c/a> (posted below). \"This is a really valuable resource for tech directors who aren’t well informed about the details of legal aspects,\" Luhtala said. \"Sometimes IT directors tell other IT directors who say, 'Just do what the lawyers say,' and it becomes a giant case of the game Telephone. The DOE is the ultimate authority, so this article forces them to look at their agenda and policies.\"\u003c/li>\n\u003cli>\u003cstrong>CONSIDER SMART POLICIES. \u003c/strong>Study CoSN's \u003ca href=\"http://www.cosn.org/Initiatives/ParticipatoryLearning/Web20MobileAUPGuide/tabid/8139/Default.aspx\">Guide for Acceptable Use Policies \u003c/a>for filtering and other issues, and their recent report \u003ca href=\"http://www.cosn.org/Initiatives/ParticipatoryLearning/MakingProgress/tabid/12543/Default.aspx\">Making Progress: Rethinking State and School District Policies Concerning Mobile Technologies and Social Media\u003c/a>, which clearly states, \"Before steps are taken to impose limits on the use of social media and mobile technologies in schools, policymakers and educators need to consider the consequences for learning that such restrictions would produce... Such action should carefully consider the advantages of social media for learning and that these guidelines for responsible use bring media into mentored environments where they can be safely explored and shared.\"\u003c/li>\n\u003cli>\u003cstrong>CREATE A DIALOGUE. \u003c/strong>Start a conversation with people who manage the filtering system. \"A lot of policies have been in place for 10 years or more,\" Luhtala said. \"Sometimes they assume products are inherently bad, but if they understand that they can be tools for learning, they can see constructive purposes.\"\u003c/li>\n\u003cli>\u003cstrong>GET AN EARLY ADOPTER ON BOARD AND TAKE BABY STEPS. \u003c/strong>Collaborate with an innovator, and see if you can work on a project that includes a site you want unblocked. Get parent and school authorization to try out the pilot project and document the process along the way in order to share best practices. Try it out for five weeks and see how it goes.\u003c/li>\n\u003cli>\u003cstrong>USE AND SHARE RESOURCES. \u003c/strong>Read the \u003ca href=\"http://aasl.ala.org/essentiallinks/index.php?title=Main_Page\">American Association of School Librarian's Essential Resources site \u003c/a>and add your own resources to help others spread the message and educate other educators.\u003c/li>\n\u003cli>\u003cstrong>WADE INTO SOCIAL MEDIA. \u003c/strong>For those who have yet to start using social media with students, Luhtala suggests \"take steps to try to understand what all the fuss is about.\" But that will take time and training, as one survey respondent pointed out. \"I believe it offers us potential opportunities to further engage our students. However, in order to maximize this potential we must provide teachers and students with additional trainings,\" the anonymous respondent wrote in the survey.\u003c/li>\n\u003c/ol>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>When you're ready to take action, \u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/dispelling-myths-about-blocked-websites-in-schools/\">here are the list of myths dispelled \u003c/a>directly by the Department of Education's Technology Director Karen Cator:\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Accessing YouTube is not violating CIPA rules.\u003c/strong> “Absolutely it’s not circumventing the rules,” Cator says. “The rule is to block inappropriate sites. All sorts of YouTube videos are helpful in explaining complex concepts or telling a story, or for hearing an expert or an authentic voice — they present learning opportunities that are really helpful.”\u003c/li>\n\u003cli>\u003cstrong>Websites don’t have to be blocked for teachers\u003c/strong>. “Some of the comments I saw online had to do with teachers wondering why they can’t access these sites,” she says. “They absolutely can. There’s nothing that says that sites have to be blocked for adults.”\u003c/li>\n\u003cli>\u003cstrong>Broad filters are not helpful\u003c/strong>. “What we have had is what I consider brute force technologies that shut down wide swaths of the Internet, like all of YouTube, for example. Or they may shut down anything that has anything to do with social media, or anything that is a game,” she said. “These broad filters aren’t actually very helpful, because we need much more nuanced filtering.”\u003c/li>\n\u003cli>\u003cstrong>Schools will not lose \u003ca href=\"http://www.fcc.gov/learnnet/\">E-rate\u003c/a> funding by unblocking appropriate sites. \u003c/strong>Cator said she’s never heard of a school losing E-rate funding due to allowing appropriate sites blocked by filters. See the excerpt below from the \u003ca href=\"http://www.ed.gov/technology/netp-2010\">National Education Technology Plan\u003c/a>, approved by officials who dictate E-rate rules.\u003c/li>\n\u003cli>\u003cstrong>Kids need to be taught how to be responsible digital citizens. \u003c/strong>“[We need to] address the topic at school or home in the form of education,” Cator says. “How do we educate this generation of young people to be safe online, to be secure online, to protect their personal information, to understand privacy, and how that all plays out when they’re in an online space?”\u003c/li>\n\u003cli>\u003cstrong>Teachers should be trusted.\u003c/strong> “If the technology fails us and filters something appropriate and useful, and if teachers in their professional judgment think it’s appropriate, they should be able to show it,” she said. “Teachers need to impose their professional judgment on materials that are available to their students.”\u003c/li>\n\u003c/ul>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/24138/what-to-do-if-your-school-bans-a-useful-website","authors":["180"],"categories":["mindshift_192","mindshift_194","mindshift_195"],"tags":["mindshift_946","mindshift_20906","mindshift_427","mindshift_29","mindshift_227","mindshift_221"],"featImg":"mindshift_24159","label":"mindshift"},"mindshift_20877":{"type":"posts","id":"mindshift_20877","meta":{"index":"posts_1591205157","site":"mindshift","id":"20877","score":null,"sort":[1338922477000]},"guestAuthors":[],"slug":"kids-adults-media-companies-whos-in-charge","title":"Should Adults Control Kid-Created Content?","publishDate":1338922477,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_21871\" class=\"wp-caption alignright\" style=\"max-width: 550px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/kids-adults-media-companies-whos-in-charge/screen-shot-2012-06-05-at-11-42-50-am-3/\" rel=\"attachment wp-att-21871\">\u003cimg class=\"size-full wp-image-21871\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/06/Screen-Shot-2012-06-05-at-11.42.50-AM2.png\" alt=\"\" width=\"550\" height=\"341\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/06/Screen-Shot-2012-06-05-at-11.42.50-AM2.png 550w, https://ww2.kqed.org/app/uploads/sites/23/2012/06/Screen-Shot-2012-06-05-at-11.42.50-AM2-400x248.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/06/Screen-Shot-2012-06-05-at-11.42.50-AM2-320x198.png 320w\" sizes=\"(max-width: 550px) 100vw, 550px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Fourteen year-old \u003ca href=\"http://www.adorasvitak.com/\">Adora Svitak \u003c/a>wishes that Facebook came up with a popup window that read, \"Are you going to regret this later?\" before allowing people to post their updates.\u003c/p>\n\u003cp>It's that kind of long-term vision that's missing from a lot of how kids act and how they're being educated about using social media. And because adults are navigating the same uncharted waters alongside -- or in many cases, far behind -- their kids, sometimes using what's considered common sense at the time might not even be enough of a filter.\u003c/p>\n\u003cp>Svitak is already a fairly savvy social media user herself, having launched her own Facebook brand, website, and even TED talks. She and her peers are pushing boundaries on sites like Tumblr, posting videos on YouTube and creating their own blogs -- and getting a lot of traction.\u003c/p>\n\u003cp>Cases in point: Teenager Rebecca Black's \u003ca href=\"http://www.youtube.com/watch?v=kfVsfOSbJY0\">\u003cem>Friday\u003c/em>\u003c/a>, last year's viral YouTube music video (more than 32 million views) and the \u003ca href=\"http://www.youtube.com/watch?v=Y4MnpzG5Sqc\">Kony 2012 video\u003c/a>, whose 90 million views was propelled by kids passing it along to each other.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"We are co-creators of the world we live in. We're not just watching the screen in front of us. Whether it’s good or bad, you can’t argue it’s influential.\"\u003c/p>\n\u003c/aside>\n\u003cp>\"We can have tremendous influence on the cultural landscape,\" Svitak said at the \u003ca href=\"http://www.bigtentmtv.com/\">recent Big Tent event\u003c/a> in San Jose. \"We are co-creators of the world we live in. We're not just watching the screen in front of us. Whether it’s good or bad, you can’t argue it’s influential.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>She's got a point there -- kids' influence can be powerful, especially with the help of social media sites like YouTube and Twitter. But unlike the kids who create the content that goes on those sites, the companies that host the content are forced to weigh in on whether it's \"good\" or \"bad,\" or more pointedly, what they should do about it.\u003c/p>\n\u003cp>Victoria Grand, director of communications and policy at YouTube, said company staff is constantly searching for questionable content and deciding what action to take. For example, a spate of \u003c!--more-->videos created by girls who ask the viewing public, \"Am I pretty or ugly,\" have been circulating for about four years, and YouTube must contend with whether, as a private company, it should take action to remove the videos.\u003c/p>\n\u003cp>\"Is this a disturbing teenage trend? Should a private company take away the right of a girl to ask the world if she’s pretty? Is this hate speech territory? Do we make it go away?\" she said, listing the litany of questions the company must contend with each day. The answer is not always clear. After some investigation, Grand said one of the girls posting the \"Am I pretty or ugly\" video was a 21-year-old art student embarking on an art project.\u003c/p>\n\u003cp>Other examples: the cinnamon challenge, whereby people upload videos of themselves eating a spoon full of cinnamon, and their subsequent reactions, which are, as Grand puts it \"just repulsive.\" So far, \u003ca href=\"http://online.wsj.com/article/SB10001424052702304537904577279663808279888.html?mod=WSJ_LifeStyle_Lifestyle_6\">30,000 such YouTube videos\u003c/a> have been tagged, and Grand said YouTube has been contacted by physicians imploring the company to take those videos down because eating raw cinnamon can be bad for the respiratory system. The question, again, YouTube must contend with: How dangerous is this?\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>\"Should a private company take away the right of a girl to ask the world if she’s pretty? Is this hate speech territory? Do we make it go away?\"\u003c/p>\n\u003c/aside>\n\u003cp>And what should YouTube do about what Grand calls \"self-injury videos,\" especially those that show girls cutting themselves? \"The cutting videos are really interesting,\" Grand said. \"In large part, they’re public service announcements by fellow teenagers. They’re saying, 'Don’t do it,' or they're documenting it in a neutral way that says, 'This is what’s happening.' Only a fraction is promoting self injury.\"\u003c/p>\n\u003cp>In that light, Grand said the videos reflect authentic voices that can be helpful to other girls considering cutting themselves. At the same time, though, she said \"the very act of cutting triggers additional trigger.\"\u003c/p>\n\u003cfigure id=\"attachment_21872\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/kids-adults-media-companies-whos-in-charge/screen-shot-2012-03-16-at-10-20-45-am-620x351/\" rel=\"attachment wp-att-21872\">\u003cimg class=\"size-medium wp-image-21872\" title=\"Screen-shot-2012-03-16-at-10.20.45-AM-620x351\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/06/Screen-shot-2012-03-16-at-10.20.45-AM-620x351-300x169.png\" alt=\"\" width=\"300\" height=\"169\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Kony 2012 video that went viral.\u003c/figcaption>\u003c/figure>\n\u003cp>The same premise applies to videos showing people smoking. YouTube has been asked to remove videos of people smoking, because \"when you see images of people smoking, it leads to more smoking,\" Grand said.\u003c/p>\n\u003cp>Though companies can -- and in some cases, should -- edit online content that might lead to dangerous behavior, the more proactive approach is educating kids about possible dangers, said Amanda Lenhart, a senior research specialist at the Pew Research Center’s Internet & American Life Project, where she directs research on young adults, teens, children and families. These are global companies with a reach that goes far and wide, and it could be impossible to manage these issues on a global scale.\u003c/p>\n\u003cp>\"There’s certainly a side of it [that can be approached with] advocacy and work with kids,\" she said. \"On the other hand, we have to protect free speech. Those are the real tensions behind the debate.\"\u003c/p>\n\u003cp>Educating kids about the issues underlying the content is what Lenhart calls the \"middle ground.\"\u003c/p>\n\u003cp>\"It can be incredibly localized,\" she said. \"It starts at the user, and it doesn’t require tech innovation or regulation. But it requires a lot of work on the part of parents and end users.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"Algorithms can’t do most of this work. With things like nudity, algorithm doesn’t know if it’s surgery, or if it's a breast cancer announcement.\"\u003c/p>\n\u003c/aside>\n\u003cp>But as Svitak pointed out, though kids' influence is powerful, especially with the help of the vast online megaphone, kids don't always understand the repercussions of their online behavior. And because this is still very much new territory for a lot of adults, education around these issues doesn't always flow from parent to child. In that case, who's teaching whom? And what are the appropriate models?\u003c/p>\n\u003cp>For its part, YouTube wants to draw youth to teach youth about these issues, Grand said.\u003c/p>\n\u003cp>\"But it's like feeding people spinach,\" she said. \"How do you rally youth around issues like flagging inappropriate content and privacy controls? It's hard... They have a limited attention span. We have breakthroughs sometimes with the teen safety community, but those blog posts don’t get nearly enough awareness. It's hard to cut through the noise.\"\u003c/p>\n\u003cp>Technology can actually help is this realm -- at least to some extent. For the \"Am I Ugly\" videos, images can be blurred, and comment settings can be adjusted to protect kids. The \"safety mode\" scans videos for fleshtones, she said, but as a result, videos of babies are deleted. And what happens to artistic videos that include nudity?\u003c/p>\n\u003cp>\"People say we should come up with some kind of predictive algorithm: 'You're Google -- figure it out!'\" she said. \"But algorithms can’t do most of this work. With things like nudity, algorithm doesn’t know if it’s surgery, or if it's a breast cancer announcement.\"\u003c/p>\n\u003cp>YouTube does organize videos for review, and those that rank high on flesh tones will be reviewed faster by YouTube staff. And factors like the flagger's reputation, the number of times the video has been flagged, how \"hot\" it is in terms of virality, all help YouTube prioritize review of the algorithm.\u003c/p>\n\u003cp>\"But humans need to see it,\" she said. And that takes time.\u003c/p>\n\u003cp>\u003cstrong>THE STOVE APPROACH\u003c/strong>\u003c/p>\n\u003cp>Fourteen-year-old Svitak offers some advice to adults: think long-term. At her school, she says all devices must be turned off -- no blogs, no email, and no access to websites.\u003c/p>\n\u003cp>\"This is a short-term approach,\" she said, adding that she prefers the \"touch-the-stove approach.\" When she was younger, she learned quickly to stay away from the stove after she touched it -- but in her effort to exert independence and push boundaries, she didn't get badly burned.\u003c/p>\n\u003cp>\"If you never teach the child to cross the street, they won't know how to do it,\" she said. \"We need to emphasize the long-term approach with education -- not just block everything, but teach kids how to evaluate. Then they won't post inappropriate content.\"\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":"Kids’ online influence can be powerful, especially with the help of social media sites like YouTube and Twitter. But unlike the kids who create the content that goes on those sites, the companies that host the content are sometimes forced to weigh in on whether it’s “good” or “bad,” or more pointedly, what they should do about it.","status":"publish","parent":0,"modified":1389305007,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":31,"wordCount":1407},"headData":{"title":"Should Adults Control Kid-Created Content? | KQED","description":"Kids’ online influence can be powerful, especially with the help of social media sites like YouTube and Twitter. But unlike the kids who create the content that goes on those sites, the companies that host the content are sometimes forced to weigh in on whether it’s “good” or “bad,” or more pointedly, what they should do about it.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"20877 http://blogs.kqed.org/mindshift/?p=20877","disqusUrl":"https://ww2.kqed.org/mindshift/2012/06/05/kids-adults-media-companies-whos-in-charge/","disqusTitle":"Should Adults Control Kid-Created Content?","path":"/mindshift/20877/kids-adults-media-companies-whos-in-charge","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_21871\" class=\"wp-caption alignright\" style=\"max-width: 550px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/kids-adults-media-companies-whos-in-charge/screen-shot-2012-06-05-at-11-42-50-am-3/\" rel=\"attachment wp-att-21871\">\u003cimg class=\"size-full wp-image-21871\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/06/Screen-Shot-2012-06-05-at-11.42.50-AM2.png\" alt=\"\" width=\"550\" height=\"341\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/06/Screen-Shot-2012-06-05-at-11.42.50-AM2.png 550w, https://ww2.kqed.org/app/uploads/sites/23/2012/06/Screen-Shot-2012-06-05-at-11.42.50-AM2-400x248.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/06/Screen-Shot-2012-06-05-at-11.42.50-AM2-320x198.png 320w\" sizes=\"(max-width: 550px) 100vw, 550px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Fourteen year-old \u003ca href=\"http://www.adorasvitak.com/\">Adora Svitak \u003c/a>wishes that Facebook came up with a popup window that read, \"Are you going to regret this later?\" before allowing people to post their updates.\u003c/p>\n\u003cp>It's that kind of long-term vision that's missing from a lot of how kids act and how they're being educated about using social media. And because adults are navigating the same uncharted waters alongside -- or in many cases, far behind -- their kids, sometimes using what's considered common sense at the time might not even be enough of a filter.\u003c/p>\n\u003cp>Svitak is already a fairly savvy social media user herself, having launched her own Facebook brand, website, and even TED talks. She and her peers are pushing boundaries on sites like Tumblr, posting videos on YouTube and creating their own blogs -- and getting a lot of traction.\u003c/p>\n\u003cp>Cases in point: Teenager Rebecca Black's \u003ca href=\"http://www.youtube.com/watch?v=kfVsfOSbJY0\">\u003cem>Friday\u003c/em>\u003c/a>, last year's viral YouTube music video (more than 32 million views) and the \u003ca href=\"http://www.youtube.com/watch?v=Y4MnpzG5Sqc\">Kony 2012 video\u003c/a>, whose 90 million views was propelled by kids passing it along to each other.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"We are co-creators of the world we live in. We're not just watching the screen in front of us. Whether it’s good or bad, you can’t argue it’s influential.\"\u003c/p>\n\u003c/aside>\n\u003cp>\"We can have tremendous influence on the cultural landscape,\" Svitak said at the \u003ca href=\"http://www.bigtentmtv.com/\">recent Big Tent event\u003c/a> in San Jose. \"We are co-creators of the world we live in. We're not just watching the screen in front of us. Whether it’s good or bad, you can’t argue it’s influential.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>She's got a point there -- kids' influence can be powerful, especially with the help of social media sites like YouTube and Twitter. But unlike the kids who create the content that goes on those sites, the companies that host the content are forced to weigh in on whether it's \"good\" or \"bad,\" or more pointedly, what they should do about it.\u003c/p>\n\u003cp>Victoria Grand, director of communications and policy at YouTube, said company staff is constantly searching for questionable content and deciding what action to take. For example, a spate of \u003c!--more-->videos created by girls who ask the viewing public, \"Am I pretty or ugly,\" have been circulating for about four years, and YouTube must contend with whether, as a private company, it should take action to remove the videos.\u003c/p>\n\u003cp>\"Is this a disturbing teenage trend? Should a private company take away the right of a girl to ask the world if she’s pretty? Is this hate speech territory? Do we make it go away?\" she said, listing the litany of questions the company must contend with each day. The answer is not always clear. After some investigation, Grand said one of the girls posting the \"Am I pretty or ugly\" video was a 21-year-old art student embarking on an art project.\u003c/p>\n\u003cp>Other examples: the cinnamon challenge, whereby people upload videos of themselves eating a spoon full of cinnamon, and their subsequent reactions, which are, as Grand puts it \"just repulsive.\" So far, \u003ca href=\"http://online.wsj.com/article/SB10001424052702304537904577279663808279888.html?mod=WSJ_LifeStyle_Lifestyle_6\">30,000 such YouTube videos\u003c/a> have been tagged, and Grand said YouTube has been contacted by physicians imploring the company to take those videos down because eating raw cinnamon can be bad for the respiratory system. The question, again, YouTube must contend with: How dangerous is this?\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>\"Should a private company take away the right of a girl to ask the world if she’s pretty? Is this hate speech territory? Do we make it go away?\"\u003c/p>\n\u003c/aside>\n\u003cp>And what should YouTube do about what Grand calls \"self-injury videos,\" especially those that show girls cutting themselves? \"The cutting videos are really interesting,\" Grand said. \"In large part, they’re public service announcements by fellow teenagers. They’re saying, 'Don’t do it,' or they're documenting it in a neutral way that says, 'This is what’s happening.' Only a fraction is promoting self injury.\"\u003c/p>\n\u003cp>In that light, Grand said the videos reflect authentic voices that can be helpful to other girls considering cutting themselves. At the same time, though, she said \"the very act of cutting triggers additional trigger.\"\u003c/p>\n\u003cfigure id=\"attachment_21872\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/kids-adults-media-companies-whos-in-charge/screen-shot-2012-03-16-at-10-20-45-am-620x351/\" rel=\"attachment wp-att-21872\">\u003cimg class=\"size-medium wp-image-21872\" title=\"Screen-shot-2012-03-16-at-10.20.45-AM-620x351\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/06/Screen-shot-2012-03-16-at-10.20.45-AM-620x351-300x169.png\" alt=\"\" width=\"300\" height=\"169\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Kony 2012 video that went viral.\u003c/figcaption>\u003c/figure>\n\u003cp>The same premise applies to videos showing people smoking. YouTube has been asked to remove videos of people smoking, because \"when you see images of people smoking, it leads to more smoking,\" Grand said.\u003c/p>\n\u003cp>Though companies can -- and in some cases, should -- edit online content that might lead to dangerous behavior, the more proactive approach is educating kids about possible dangers, said Amanda Lenhart, a senior research specialist at the Pew Research Center’s Internet & American Life Project, where she directs research on young adults, teens, children and families. These are global companies with a reach that goes far and wide, and it could be impossible to manage these issues on a global scale.\u003c/p>\n\u003cp>\"There’s certainly a side of it [that can be approached with] advocacy and work with kids,\" she said. \"On the other hand, we have to protect free speech. Those are the real tensions behind the debate.\"\u003c/p>\n\u003cp>Educating kids about the issues underlying the content is what Lenhart calls the \"middle ground.\"\u003c/p>\n\u003cp>\"It can be incredibly localized,\" she said. \"It starts at the user, and it doesn’t require tech innovation or regulation. But it requires a lot of work on the part of parents and end users.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"Algorithms can’t do most of this work. With things like nudity, algorithm doesn’t know if it’s surgery, or if it's a breast cancer announcement.\"\u003c/p>\n\u003c/aside>\n\u003cp>But as Svitak pointed out, though kids' influence is powerful, especially with the help of the vast online megaphone, kids don't always understand the repercussions of their online behavior. And because this is still very much new territory for a lot of adults, education around these issues doesn't always flow from parent to child. In that case, who's teaching whom? And what are the appropriate models?\u003c/p>\n\u003cp>For its part, YouTube wants to draw youth to teach youth about these issues, Grand said.\u003c/p>\n\u003cp>\"But it's like feeding people spinach,\" she said. \"How do you rally youth around issues like flagging inappropriate content and privacy controls? It's hard... They have a limited attention span. We have breakthroughs sometimes with the teen safety community, but those blog posts don’t get nearly enough awareness. It's hard to cut through the noise.\"\u003c/p>\n\u003cp>Technology can actually help is this realm -- at least to some extent. For the \"Am I Ugly\" videos, images can be blurred, and comment settings can be adjusted to protect kids. The \"safety mode\" scans videos for fleshtones, she said, but as a result, videos of babies are deleted. And what happens to artistic videos that include nudity?\u003c/p>\n\u003cp>\"People say we should come up with some kind of predictive algorithm: 'You're Google -- figure it out!'\" she said. \"But algorithms can’t do most of this work. With things like nudity, algorithm doesn’t know if it’s surgery, or if it's a breast cancer announcement.\"\u003c/p>\n\u003cp>YouTube does organize videos for review, and those that rank high on flesh tones will be reviewed faster by YouTube staff. And factors like the flagger's reputation, the number of times the video has been flagged, how \"hot\" it is in terms of virality, all help YouTube prioritize review of the algorithm.\u003c/p>\n\u003cp>\"But humans need to see it,\" she said. And that takes time.\u003c/p>\n\u003cp>\u003cstrong>THE STOVE APPROACH\u003c/strong>\u003c/p>\n\u003cp>Fourteen-year-old Svitak offers some advice to adults: think long-term. At her school, she says all devices must be turned off -- no blogs, no email, and no access to websites.\u003c/p>\n\u003cp>\"This is a short-term approach,\" she said, adding that she prefers the \"touch-the-stove approach.\" When she was younger, she learned quickly to stay away from the stove after she touched it -- but in her effort to exert independence and push boundaries, she didn't get badly burned.\u003c/p>\n\u003cp>\"If you never teach the child to cross the street, they won't know how to do it,\" she said. \"We need to emphasize the long-term approach with education -- not just block everything, but teach kids how to evaluate. Then they won't post inappropriate content.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/20877/kids-adults-media-companies-whos-in-charge","authors":["180"],"categories":["mindshift_194"],"tags":["mindshift_734","mindshift_1040","mindshift_227","mindshift_30","mindshift_56"],"featImg":"mindshift_21871","label":"mindshift"},"mindshift_20548":{"type":"posts","id":"mindshift_20548","meta":{"index":"posts_1591205157","site":"mindshift","id":"20548","score":null,"sort":[1333732270000]},"guestAuthors":[],"slug":"in-the-digital-age-welcoming-cell-phones-in-the-class","title":"More School Districts Welcome Cell Phones in the Class","publishDate":1333732270,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cdiv id=\"attachment_20550\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp>\u003ca href=\"http://www.youtube.com/watch?v=_CastlWoH2c&feature=player_embedded\">\u003cimg class=\"size-large wp-image-20550\" title=\"ISD\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/MN_blue_688-620x349.jpg\" alt=\"\" width=\"620\" height=\"349\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Innovation in ISD\u003c/p>\n\u003c/div>\n\u003ch5>\u003cem>No longer afraid of giving kids access to the Internet, a growing number of school districts are developing digital media policies that emphasize responsibility over fear.\u003c/em>\u003c/h5>\n\u003ch5>By Heather Chaplin\u003c/h5>\n\u003cp class=\"dropcap-serif\">Since early 2001, every school accepting federal funding for discounted Internet access through the government’s E-rate program had to do two things – block “harmful” sites and create an Acceptable Use Policy.\u003c/p>\n\u003cp>The mantra of schools back then was pretty simple: Keep it out. The standard approach to this government mandate, the Children’s Internet Protection Act (CIPA), was to build the equivalent of walls, fences, and moats to keep kids from the web.\u003c/p>\n\u003cp>“It’s a historical hiccup in the history of learning,” said \u003ca title=\"Rich Halverson\" href=\"http://elpa.education.wisc.edu/elpa/people/faculty-and-staff-directory/richard-halverson\">Rich Halverson\u003c/a>, a learning scientist at the University of Wisconsin-Madison, and the lead researcher on \u003ca title=\"KidGrid\" href=\"http://www.gameslearningsociety.org/research/kidgrid\">KidGrid\u003c/a>, a mobile app that helps teachers study and analyze student data. “Here we had the most sophisticated advances in the history of learning banned from schools out of fear.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/in-the-digital-age-welcoming-cell-phones-in-the-class/mobile-mind-shift-icon/\" rel=\"attachment wp-att-20566\">\u003cimg class=\"alignleft size-thumbnail wp-image-20566\" title=\"Mobile Mind Shift Icon\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/Mobile-Mind-Shift-Icon-140x140.png\" alt=\"\" width=\"67\" height=\"67\">\u003c/a>GUIDE TO MOBILE LEARNING:\u003c/strong> Part two of a series exploring mobile learning co-produced by \u003cstrong>MindShift\u003c/strong> and \u003ca href=\"http://spotlight.macfound.org/\">Spotlight on Digital Media & Learning\u003c/a>. The first post in this series: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/amidst-a-mobile-revolution-in-schools-will-old-teaching-tactics-prevail/\">Amidst a Mobile Revolution in Schools, Will Old Teaching Tactics Work?\u003c/a>\u003c/p>\n\u003c/aside>\n\u003cp>Fear was definitely the word you heard when talking to school administrators – no doubt partly because in the age of the Internet, 2001 was a long time ago, and the Web was still unknown territory for plenty of people back then. Also, all it takes is one student downloading pornography and sending it around the school, or one case of sexting that makes it in the news, for a school to find itself in serious hot water.\u003c/p>\n\u003cp>But recently – in the last two or three years - something has changed. Schools seem to be getting over their fears and want to bring the Web and social media and all the attendant digital tools into \u003c!--more-->the classroom. You can see this change reflected in a slew of new Acceptable Use Policies (AUPs) across the country that emphasize responsibility over mere acceptance and the implementation of school-wide blogs and even the distribution of smartphones for classroom use.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“This isn’t happening in the majority of schools,” said \u003ca title=\"Jim Bosco\" href=\"http://homepages.wmich.edu/%7Ebosco/bio.html\">Jim Bosco\u003c/a>, principal investigator at the Consortium of School Networking’s \u003ca title=\"Participatory Learning in Schools\" href=\"http://www.cosn.org/Initiatives/ParticipatoryLearning/Home/tabid/7112/Default.aspx\">Participatory Learning in Schools\u003c/a> initiative. “But it’s not the rarity anymore, either.”\u003c/p>\n\u003cp>Bosco said that while he had no empirical data to track these changes in schools, he estimated that between 40 and 50 percent of school districts were developing more forward-thinking policies. The Consortium of School Networking (CoSN) is working with school leaders from 13 districts to \u003ca title=\"collaborate on creating models for district-level digital media use policies\" href=\"http://spotlight.macfound.org/blog/entry/school-leaders-collaborate-on-best-practices-for-district-level-digital-med/\">collaborate on creating models for district-level digital media use policies\u003c/a> in K-12 education.\u003c/p>\n\u003cp>COSN released a paper this month called “\u003ca title=\"Making Progress: Rethinking State and School District Policies Concerning Mobile Technologies and Social Media\" href=\"http://www.cosn.org/Initiatives/ParticipatoryLearning/MakingProgress/tabid/12543/Default.aspx\">Making Progress: Rethinking State and School District Policies Concerning Mobile Technologies and Social Media\u003c/a>.”\u003c/p>\n\u003cp>“The advantages of digital media now greatly outweigh the disadvantages and require that schools update their thinking and policies to provide guidance on the use of these tools to improve student learning and achievement,” the paper says.\u003c/p>\n\u003cp>It simply makes no sense, the paper argues, to try and keep students out of a world – a digital world – that is going to be paramount to how they live and work as adults. In fact, says Bosco, it’s not even possible to keep them out.\u003c/p>\n\u003cp>“You can build as big a moat as you want,” he said. “But it’s not going to work if for no other reason than they go home at night. A lot of people say, well, what they do when they get home is not my problem. But I think that seems borderline unethical.”\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>“You can build as big a moat as you want, but it’s not going to work if for no other reason than they go home at night.\"\u003c/p>\n\u003c/aside>\n\u003cp>According to Bosco, administrators at schools ought to be providing safe environments for students to learn how to be responsible digital citizens – not just protecting themselves from lawsuits by keeping the Internet out of the classroom and leaving kids to flail about when they go home.\u003c/p>\n\u003cp>“One of the most powerful reasons to permit the use of social media and mobile devices in the classroom is to provide an opportunity for students to learn about their use in a supervised environment that emphasizes the development of attitudes and skills that will help keep them safe outside of school,” the CoSN paper reads.\u003c/p>\n\u003cp>The Children’s Internet Protection Act requires Internet filters, but the changing thinking over the last two or three years is that maybe those “filters” aren’t best enforced by draconian AUPs.\u003c/p>\n\u003cp>“When I talk to colleagues in Finland, they say, how do you filter?” said \u003ca title=\"Jim Klein\" href=\"http://www.classroom20.com/profile/jimklein\">Jim Klein\u003c/a>, director of Information Services and Technology at the \u003ca title=\"Saugus Union School District\" href=\"http://www.saugususd.org/\">Saugus Union School District\u003c/a> in Southern California. “They say, our kids’ filters are in their heads. You do this by giving them a safe environment to educate themselves instead of sticking your head in the sand and pretending these technologies don’t exist.”\u003c/p>\n\u003cp>This doesn’t mean that students in Klein’s district have unfettered access to anything online. But Klein has a different approach to blocking. Instead of buying a commercial filter that blocks URLs, Klein, who uses only open source software, has created filters based on content. This means YouTube, for example, is available as a site, but a particular page – pornographic or hate-based – won’t be.\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>\u003cstrong>RELATED READING:\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/dispelling-myths-about-blocked-websites-in-schools/\">DISPELLING MYTHS ABOUT BLOCKED WEBSITES\u003cstrong>\u003c/strong>\u003c/a>\u003c/em>\u003c/li>\n\u003cli>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/students-demand-the-right-to-use-technology-in-schools/\">STUDENTS DEMAND THE RIGHT TO USE TECHNOLOGY IN SCHOOLS\u003c/a>\u003c/em>\u003c/li>\n\u003cli>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/when-school-web-filtering-comes-home/\">WHEN SCHOOL WEB FILTERING COMES HOME\u003c/a>\u003c/em>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>Klein also said that when he’s building filters, he doesn’t work with the mindset of keeping out every kid who desperately wants to get around them – those kids are going to get access anyway, he said, whether by breaking through the filter or waiting until they go home. Rather, he sets out to prevent students from accidentally stumbling on something harmful or upsetting.\u003c/p>\n\u003cp>“You have to understand the purpose of filters,” he said, “and change your assumptions about what you’re doing.”\u003c/p>\n\u003cp>When Klein was loosening the filter system, he spent a lot of time talking to teachers about what he was doing and why. Teachers have to be responsible for what happens in their classroom, Klein said. And the expectation has to be that students are responsible for their own behavior. His message of responsibility is echoed by the new CoSN paper and by other forward-thinking tech administrators at districts around the country.\u003c/p>\n\u003cp>\u003cstrong>DISTRICTS FIGURING IT OUT\u003c/strong>\u003c/p>\n\u003cp>The \u003ca title=\"Katy Independent School District\" href=\"http://www.katyisd.org/Pages/default.aspx\">Katy Independent School District\u003c/a> in Texas recently changed its AUP to focus on “responsible use,” said Darlene Rankin, director of instructional technology. “Digital responsibility is big.” Rankin said. “We’re teaching students how to operate in this new world. We wanted to change the wording in our guidelines because we don’t want students to accept them; we want students to be responsible for them.”\u003c/p>\n\u003cp>Do things ever go wrong? Of course. In the Katy ISD, one fifth grader did a search for and found videos of lap dancers. The parents, Rankin said, were irate.\u003c/p>\n\u003cp>“Things are going to happen,” Rankin said. “We talked to the parents – ultimately it was a great teaching moment.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"The depth of thought and level of discourse gets much deeper when you add an online environment.\"\u003c/p>\n\u003c/aside>\n\u003cp>Halverson, of the University of Wisconsin-Madison, said one of the problems schools are now facing over responsible internet use is a legacy of the last 20-plus years of what he called an “accountability squeeze” in the school system. There’s been so much focus on “holding schools accountable” that school administrators have been living in a culture of fear – fear of innovating, fear of trying something that might be messy.\u003c/p>\n\u003cp>“Research-driven intervention like changing the curriculum or bringing in new textbooks leaves no room for error,” he said, “which is never going to be the case with digital technology. Of course there’s uncertainty and variation in what they’ve been doing – just look at the state of algebra in inner-city schools. But you can certify a textbook. Everyone wants a magic bullet that will solve all problems, but it doesn’t exist. We need to lay off schools and let them innovate.”\u003c/p>\n\u003cp>Katy ISD has been innovating by distributing Android phones to students. Three years ago, the district gave 150 phones to fifth graders at one elementary school. The next year, it gave out 1,500 phones at 11 schools; and this year, 3,200 students at 18 schools now have Androids.\u003c/p>\n\u003cdiv id=\"attachment_20565\" class=\"module image alignright mceTemp\" style=\"width: 300px\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/56155476@N08/6659976191/sizes/m/in/set-72157628777364255/\">\u003cimg class=\"size-medium wp-image-20565\" title=\"6659976191_5a16b0a624\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/6659976191_5a16b0a624-300x400.jpg\" alt=\"\" width=\"300\" height=\"400\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr: Flickinger\u003c/p>\n\u003c/div>\n\u003cp>In the classroom, students log in and receive assignments, take quizzes and do research on their phones. The school has made certain apps available, including an online catalog for the library and reference books. Teachers also plan specific lessons taking advantage of the phones; for example, when students are studying 3-D objects, they watch a video and then take pictures with their phones. Afterwards, they open a drawing program, where they do work based on the image, and then send the work to their teacher.\u003c/p>\n\u003cp>Katy ISD, like many other districts that embrace mobile technologies and other digital media, uses the social networking platform \u003ca title=\"Edmodo\" href=\"http://www.edmodo.com/\">Edmodo\u003c/a> to facilitate online work. Parents can log on to the site to view student grades.\u003c/p>\n\u003cp>The \u003ca title=\"Inner Grove Heights Community Schools\" href=\"http://www.invergrove.k12.mn.us/\">Inner Grove Heights Community Schools\u003c/a> in Minnesota use Edmodo. Two years ago, the district didn’t even have wireless Internet access. But six months later, administrators made the decision to add wireless to all schools, elementary as well as high school.\u003c/p>\n\u003cp>“Teachers were using digital tools, and we were getting more and more requests to open online sites and make it possible for teachers to, for example, use video from the web in the classroom,” said Lynn Tenney, director of technology for the district.\u003c/p>\n\u003cp>Now, Inner Grove offers hybrid classes. Students meet three times a week in the classroom, and twice a week they work independently online. One year after implementing the program in standardized 12th grade English, the failure rate dropped from 63 percent to 13 percent, said Deirdre Wells, superintendent of the school district.\u003c/p>\n\u003cp>Factors other than technology, including a different set of students, could have contributed to the decline. Wells couldn’t put her finger on one specific reason for the extraordinary drop, but she pointed to factors like increased flexibility and freedom, which students loved. Also, she said, struggling students could stay in class those two days a week and get more one-on-one help from the teacher, while the more confident students were off doing their online projects.\u003c/p>\n\u003cp>“The depth of thought and level of discourse gets much deeper when you add an online environment,” Wells said. The teacher can present information in class, and then the students are free to explore it online – they can look at other students’ work, or check out videos on YouTube. Time constraints are no longer a factor, the process becomes more individualized, and school becomes more relevant, Wells said.\u003c/p>\n\u003cp>\u003cstrong>UNDERSTANDING THE SOCIAL ELEMENT\u003c/strong>\u003c/p>\n\u003cp>The social aspect is certainly a big factor in these new learning environments. A fourth grader in the Saugus Union School District in Southern California, for example, posted a plea for help on a Saturday, saying he was struggling with his math homework. His math teacher saw the post and, using his own Macbook web cam, made a video of himself explaining the subject in more depth. He put the video online, and by the end of the weekend his post was filled with comments from students chiming in about the work.\u003c/p>\n\u003cp>For Jim Bosco of CoSN, these advances are absolutely key to providing real educations, not only to the “haves” but to the “have-nots” as well. Bosco grew up in Pittsburg, the child of Italian immigrants. His father had a fourth-grade education, and the Catholic school Bosco attended was less than ideal, he said. But Bosco happened to live within walking distance of a Carnegie public library branch, where he spent much of his free time. He still remembers being struck by the fact that his cousins, who lived 60 miles away in Newcastle, didn’t have access to all that he did by the simple accident of where they lived.\u003c/p>\n\u003cp>“By being walking distance to that library, I had access to all kinds of information and really to all that human culture had produced,” Bosco said.\u003c/p>\n\u003cp>The library of his childhood is like the internet today – a repository of “human culture and knowledge.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“What you have access to has traditionally been determined by money and location,” Bosco said. “But the internet has the potential to change that.”\u003c/p>\n\n","blocks":[],"excerpt":"No longer afraid of giving kids access to the Internet, a growing number of school districts are developing digital media policies that emphasize responsibility over fear.","status":"publish","parent":0,"modified":1339190391,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":46,"wordCount":2225},"headData":{"title":"More School Districts Welcome Cell Phones in the Class | KQED","description":"No longer afraid of giving kids access to the Internet, a growing number of school districts are developing digital media policies that emphasize responsibility over fear.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"20548 http://blogs.kqed.org/mindshift/?p=20548","disqusUrl":"https://ww2.kqed.org/mindshift/2012/04/06/in-the-digital-age-welcoming-cell-phones-in-the-class/","disqusTitle":"More School Districts Welcome Cell Phones in the Class","path":"/mindshift/20548/in-the-digital-age-welcoming-cell-phones-in-the-class","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_20550\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp>\u003ca href=\"http://www.youtube.com/watch?v=_CastlWoH2c&feature=player_embedded\">\u003cimg class=\"size-large wp-image-20550\" title=\"ISD\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/MN_blue_688-620x349.jpg\" alt=\"\" width=\"620\" height=\"349\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Innovation in ISD\u003c/p>\n\u003c/div>\n\u003ch5>\u003cem>No longer afraid of giving kids access to the Internet, a growing number of school districts are developing digital media policies that emphasize responsibility over fear.\u003c/em>\u003c/h5>\n\u003ch5>By Heather Chaplin\u003c/h5>\n\u003cp class=\"dropcap-serif\">Since early 2001, every school accepting federal funding for discounted Internet access through the government’s E-rate program had to do two things – block “harmful” sites and create an Acceptable Use Policy.\u003c/p>\n\u003cp>The mantra of schools back then was pretty simple: Keep it out. The standard approach to this government mandate, the Children’s Internet Protection Act (CIPA), was to build the equivalent of walls, fences, and moats to keep kids from the web.\u003c/p>\n\u003cp>“It’s a historical hiccup in the history of learning,” said \u003ca title=\"Rich Halverson\" href=\"http://elpa.education.wisc.edu/elpa/people/faculty-and-staff-directory/richard-halverson\">Rich Halverson\u003c/a>, a learning scientist at the University of Wisconsin-Madison, and the lead researcher on \u003ca title=\"KidGrid\" href=\"http://www.gameslearningsociety.org/research/kidgrid\">KidGrid\u003c/a>, a mobile app that helps teachers study and analyze student data. “Here we had the most sophisticated advances in the history of learning banned from schools out of fear.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/in-the-digital-age-welcoming-cell-phones-in-the-class/mobile-mind-shift-icon/\" rel=\"attachment wp-att-20566\">\u003cimg class=\"alignleft size-thumbnail wp-image-20566\" title=\"Mobile Mind Shift Icon\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/Mobile-Mind-Shift-Icon-140x140.png\" alt=\"\" width=\"67\" height=\"67\">\u003c/a>GUIDE TO MOBILE LEARNING:\u003c/strong> Part two of a series exploring mobile learning co-produced by \u003cstrong>MindShift\u003c/strong> and \u003ca href=\"http://spotlight.macfound.org/\">Spotlight on Digital Media & Learning\u003c/a>. The first post in this series: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/amidst-a-mobile-revolution-in-schools-will-old-teaching-tactics-prevail/\">Amidst a Mobile Revolution in Schools, Will Old Teaching Tactics Work?\u003c/a>\u003c/p>\n\u003c/aside>\n\u003cp>Fear was definitely the word you heard when talking to school administrators – no doubt partly because in the age of the Internet, 2001 was a long time ago, and the Web was still unknown territory for plenty of people back then. Also, all it takes is one student downloading pornography and sending it around the school, or one case of sexting that makes it in the news, for a school to find itself in serious hot water.\u003c/p>\n\u003cp>But recently – in the last two or three years - something has changed. Schools seem to be getting over their fears and want to bring the Web and social media and all the attendant digital tools into \u003c!--more-->the classroom. You can see this change reflected in a slew of new Acceptable Use Policies (AUPs) across the country that emphasize responsibility over mere acceptance and the implementation of school-wide blogs and even the distribution of smartphones for classroom use.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“This isn’t happening in the majority of schools,” said \u003ca title=\"Jim Bosco\" href=\"http://homepages.wmich.edu/%7Ebosco/bio.html\">Jim Bosco\u003c/a>, principal investigator at the Consortium of School Networking’s \u003ca title=\"Participatory Learning in Schools\" href=\"http://www.cosn.org/Initiatives/ParticipatoryLearning/Home/tabid/7112/Default.aspx\">Participatory Learning in Schools\u003c/a> initiative. “But it’s not the rarity anymore, either.”\u003c/p>\n\u003cp>Bosco said that while he had no empirical data to track these changes in schools, he estimated that between 40 and 50 percent of school districts were developing more forward-thinking policies. The Consortium of School Networking (CoSN) is working with school leaders from 13 districts to \u003ca title=\"collaborate on creating models for district-level digital media use policies\" href=\"http://spotlight.macfound.org/blog/entry/school-leaders-collaborate-on-best-practices-for-district-level-digital-med/\">collaborate on creating models for district-level digital media use policies\u003c/a> in K-12 education.\u003c/p>\n\u003cp>COSN released a paper this month called “\u003ca title=\"Making Progress: Rethinking State and School District Policies Concerning Mobile Technologies and Social Media\" href=\"http://www.cosn.org/Initiatives/ParticipatoryLearning/MakingProgress/tabid/12543/Default.aspx\">Making Progress: Rethinking State and School District Policies Concerning Mobile Technologies and Social Media\u003c/a>.”\u003c/p>\n\u003cp>“The advantages of digital media now greatly outweigh the disadvantages and require that schools update their thinking and policies to provide guidance on the use of these tools to improve student learning and achievement,” the paper says.\u003c/p>\n\u003cp>It simply makes no sense, the paper argues, to try and keep students out of a world – a digital world – that is going to be paramount to how they live and work as adults. In fact, says Bosco, it’s not even possible to keep them out.\u003c/p>\n\u003cp>“You can build as big a moat as you want,” he said. “But it’s not going to work if for no other reason than they go home at night. A lot of people say, well, what they do when they get home is not my problem. But I think that seems borderline unethical.”\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>“You can build as big a moat as you want, but it’s not going to work if for no other reason than they go home at night.\"\u003c/p>\n\u003c/aside>\n\u003cp>According to Bosco, administrators at schools ought to be providing safe environments for students to learn how to be responsible digital citizens – not just protecting themselves from lawsuits by keeping the Internet out of the classroom and leaving kids to flail about when they go home.\u003c/p>\n\u003cp>“One of the most powerful reasons to permit the use of social media and mobile devices in the classroom is to provide an opportunity for students to learn about their use in a supervised environment that emphasizes the development of attitudes and skills that will help keep them safe outside of school,” the CoSN paper reads.\u003c/p>\n\u003cp>The Children’s Internet Protection Act requires Internet filters, but the changing thinking over the last two or three years is that maybe those “filters” aren’t best enforced by draconian AUPs.\u003c/p>\n\u003cp>“When I talk to colleagues in Finland, they say, how do you filter?” said \u003ca title=\"Jim Klein\" href=\"http://www.classroom20.com/profile/jimklein\">Jim Klein\u003c/a>, director of Information Services and Technology at the \u003ca title=\"Saugus Union School District\" href=\"http://www.saugususd.org/\">Saugus Union School District\u003c/a> in Southern California. “They say, our kids’ filters are in their heads. You do this by giving them a safe environment to educate themselves instead of sticking your head in the sand and pretending these technologies don’t exist.”\u003c/p>\n\u003cp>This doesn’t mean that students in Klein’s district have unfettered access to anything online. But Klein has a different approach to blocking. Instead of buying a commercial filter that blocks URLs, Klein, who uses only open source software, has created filters based on content. This means YouTube, for example, is available as a site, but a particular page – pornographic or hate-based – won’t be.\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>\u003cstrong>RELATED READING:\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/dispelling-myths-about-blocked-websites-in-schools/\">DISPELLING MYTHS ABOUT BLOCKED WEBSITES\u003cstrong>\u003c/strong>\u003c/a>\u003c/em>\u003c/li>\n\u003cli>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/students-demand-the-right-to-use-technology-in-schools/\">STUDENTS DEMAND THE RIGHT TO USE TECHNOLOGY IN SCHOOLS\u003c/a>\u003c/em>\u003c/li>\n\u003cli>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/when-school-web-filtering-comes-home/\">WHEN SCHOOL WEB FILTERING COMES HOME\u003c/a>\u003c/em>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>Klein also said that when he’s building filters, he doesn’t work with the mindset of keeping out every kid who desperately wants to get around them – those kids are going to get access anyway, he said, whether by breaking through the filter or waiting until they go home. Rather, he sets out to prevent students from accidentally stumbling on something harmful or upsetting.\u003c/p>\n\u003cp>“You have to understand the purpose of filters,” he said, “and change your assumptions about what you’re doing.”\u003c/p>\n\u003cp>When Klein was loosening the filter system, he spent a lot of time talking to teachers about what he was doing and why. Teachers have to be responsible for what happens in their classroom, Klein said. And the expectation has to be that students are responsible for their own behavior. His message of responsibility is echoed by the new CoSN paper and by other forward-thinking tech administrators at districts around the country.\u003c/p>\n\u003cp>\u003cstrong>DISTRICTS FIGURING IT OUT\u003c/strong>\u003c/p>\n\u003cp>The \u003ca title=\"Katy Independent School District\" href=\"http://www.katyisd.org/Pages/default.aspx\">Katy Independent School District\u003c/a> in Texas recently changed its AUP to focus on “responsible use,” said Darlene Rankin, director of instructional technology. “Digital responsibility is big.” Rankin said. “We’re teaching students how to operate in this new world. We wanted to change the wording in our guidelines because we don’t want students to accept them; we want students to be responsible for them.”\u003c/p>\n\u003cp>Do things ever go wrong? Of course. In the Katy ISD, one fifth grader did a search for and found videos of lap dancers. The parents, Rankin said, were irate.\u003c/p>\n\u003cp>“Things are going to happen,” Rankin said. “We talked to the parents – ultimately it was a great teaching moment.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"The depth of thought and level of discourse gets much deeper when you add an online environment.\"\u003c/p>\n\u003c/aside>\n\u003cp>Halverson, of the University of Wisconsin-Madison, said one of the problems schools are now facing over responsible internet use is a legacy of the last 20-plus years of what he called an “accountability squeeze” in the school system. There’s been so much focus on “holding schools accountable” that school administrators have been living in a culture of fear – fear of innovating, fear of trying something that might be messy.\u003c/p>\n\u003cp>“Research-driven intervention like changing the curriculum or bringing in new textbooks leaves no room for error,” he said, “which is never going to be the case with digital technology. Of course there’s uncertainty and variation in what they’ve been doing – just look at the state of algebra in inner-city schools. But you can certify a textbook. Everyone wants a magic bullet that will solve all problems, but it doesn’t exist. We need to lay off schools and let them innovate.”\u003c/p>\n\u003cp>Katy ISD has been innovating by distributing Android phones to students. Three years ago, the district gave 150 phones to fifth graders at one elementary school. The next year, it gave out 1,500 phones at 11 schools; and this year, 3,200 students at 18 schools now have Androids.\u003c/p>\n\u003cdiv id=\"attachment_20565\" class=\"module image alignright mceTemp\" style=\"width: 300px\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/56155476@N08/6659976191/sizes/m/in/set-72157628777364255/\">\u003cimg class=\"size-medium wp-image-20565\" title=\"6659976191_5a16b0a624\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/6659976191_5a16b0a624-300x400.jpg\" alt=\"\" width=\"300\" height=\"400\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr: Flickinger\u003c/p>\n\u003c/div>\n\u003cp>In the classroom, students log in and receive assignments, take quizzes and do research on their phones. The school has made certain apps available, including an online catalog for the library and reference books. Teachers also plan specific lessons taking advantage of the phones; for example, when students are studying 3-D objects, they watch a video and then take pictures with their phones. Afterwards, they open a drawing program, where they do work based on the image, and then send the work to their teacher.\u003c/p>\n\u003cp>Katy ISD, like many other districts that embrace mobile technologies and other digital media, uses the social networking platform \u003ca title=\"Edmodo\" href=\"http://www.edmodo.com/\">Edmodo\u003c/a> to facilitate online work. Parents can log on to the site to view student grades.\u003c/p>\n\u003cp>The \u003ca title=\"Inner Grove Heights Community Schools\" href=\"http://www.invergrove.k12.mn.us/\">Inner Grove Heights Community Schools\u003c/a> in Minnesota use Edmodo. Two years ago, the district didn’t even have wireless Internet access. But six months later, administrators made the decision to add wireless to all schools, elementary as well as high school.\u003c/p>\n\u003cp>“Teachers were using digital tools, and we were getting more and more requests to open online sites and make it possible for teachers to, for example, use video from the web in the classroom,” said Lynn Tenney, director of technology for the district.\u003c/p>\n\u003cp>Now, Inner Grove offers hybrid classes. Students meet three times a week in the classroom, and twice a week they work independently online. One year after implementing the program in standardized 12th grade English, the failure rate dropped from 63 percent to 13 percent, said Deirdre Wells, superintendent of the school district.\u003c/p>\n\u003cp>Factors other than technology, including a different set of students, could have contributed to the decline. Wells couldn’t put her finger on one specific reason for the extraordinary drop, but she pointed to factors like increased flexibility and freedom, which students loved. Also, she said, struggling students could stay in class those two days a week and get more one-on-one help from the teacher, while the more confident students were off doing their online projects.\u003c/p>\n\u003cp>“The depth of thought and level of discourse gets much deeper when you add an online environment,” Wells said. The teacher can present information in class, and then the students are free to explore it online – they can look at other students’ work, or check out videos on YouTube. Time constraints are no longer a factor, the process becomes more individualized, and school becomes more relevant, Wells said.\u003c/p>\n\u003cp>\u003cstrong>UNDERSTANDING THE SOCIAL ELEMENT\u003c/strong>\u003c/p>\n\u003cp>The social aspect is certainly a big factor in these new learning environments. A fourth grader in the Saugus Union School District in Southern California, for example, posted a plea for help on a Saturday, saying he was struggling with his math homework. His math teacher saw the post and, using his own Macbook web cam, made a video of himself explaining the subject in more depth. He put the video online, and by the end of the weekend his post was filled with comments from students chiming in about the work.\u003c/p>\n\u003cp>For Jim Bosco of CoSN, these advances are absolutely key to providing real educations, not only to the “haves” but to the “have-nots” as well. Bosco grew up in Pittsburg, the child of Italian immigrants. His father had a fourth-grade education, and the Catholic school Bosco attended was less than ideal, he said. But Bosco happened to live within walking distance of a Carnegie public library branch, where he spent much of his free time. He still remembers being struck by the fact that his cousins, who lived 60 miles away in Newcastle, didn’t have access to all that he did by the simple accident of where they lived.\u003c/p>\n\u003cp>“By being walking distance to that library, I had access to all kinds of information and really to all that human culture had produced,” Bosco said.\u003c/p>\n\u003cp>The library of his childhood is like the internet today – a repository of “human culture and knowledge.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“What you have access to has traditionally been determined by money and location,” Bosco said. “But the internet has the potential to change that.”\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/20548/in-the-digital-age-welcoming-cell-phones-in-the-class","authors":["4354"],"categories":["mindshift_194","mindshift_195","mindshift_193"],"tags":["mindshift_544","mindshift_227","mindshift_187"],"featImg":"mindshift_20550","label":"mindshift"},"mindshift_16297":{"type":"posts","id":"mindshift_16297","meta":{"index":"posts_1591205157","site":"mindshift","id":"16297","score":null,"sort":[1319561959000]},"guestAuthors":[],"slug":"when-school-web-filtering-comes-home","title":"When School Web Filtering Comes Home","publishDate":1319561959,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/facebook-students-and-teachers-a-question-of-free-speech/getty-5/\" rel=\"attachment wp-att-15000\">\u003cimg class=\"size-medium wp-image-15000\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/09/getty-300x200.jpg\" alt=\"\" width=\"300\" height=\"200\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Getty\u003c/p>\n\u003c/div>\n\u003cp>Schools that receive discounts for Internet access through the federal \u003ca href=\"http://transition.fcc.gov/learnnet/\">E-rate funding\u003c/a> are required to implement a number of measures, like creating an Internet safety policy and filtering and blocking access to certain types of online content. To that end, The Children's Internet Protection Act, \u003ca href=\"http://www.fcc.gov/guides/childrens-internet-protection-act\">CIPA\u003c/a>, addresses concerns about the type of online materials that children can access at school.\u003c/p>\n\u003cp>We've written several times about some of the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/eight-surprising-webites-schools-cant-access/\">frustration and confusion\u003c/a> that CIPA and filtering causes, and we've talked to the Department of Education's Karen Cator for \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/straight-from-the-doe-facts-about-blocking-sites-in-schools/\">clarification\u003c/a> about what the law really requires.\u003c/p>\n\u003cp>But as more schools begin to implement one-to-one computer programs, providing each student with a laptop or a net-book or even an iPad, there are new wrinkles in thinking about CIPA. After all, these devices are meant to be used at school \u003cem>and\u003c/em> at home.\u003c/p>\n\u003caside class=\"pullquote alignleft\">But are schools actually \u003cem>required\u003c/em> to install filtering on computing devices that head home?\u003c/aside>\n\u003cp>Currently most schools filter their network. There are a number of ways in which they do this, and a number of companies that they turn to for the technology to do so.\u003c/p>\n\u003cp>But if schools are just filtering the Internet on the premises, what happens when students take their computers home? How do schools monitor or block access to Web sites when students are using\u003c!--more--> their school-provided laptops on their family's home networks? And are they even required to do so?\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Some schools with one-to-one programs have installed filtering software onto the devices they send home. Such is the case beginning this year for the laptops that are distributed to students in Casper, Wyoming's Natrona County School District. The school district has had a one-to-one program for a number of years. In the past, the permission slips that went home with the devices at the beginning of the school year made certain that parents were aware that the devices had no filtering software installed. Parents had to sign that they \"accept full responsibility for supervision when my child's Internet use is not in a school setting.\"\u003c/p>\n\u003cp>But the school district has opted this year to \u003ca href=\"http://trib.com/opinion/editorial/article_b57e9a4d-29d0-5219-841c-2364b21a2158.html\">expand its filtering efforts\u003c/a> by adding social networking sites to the list of blocked sites, and by installing filtering software directly onto every Apple laptop that each 6th- through 12th-grader receives. That means that when those district-owned computers are at home, the filtering is still in place.\u003c/p>\n\u003cp>According to Mark Antrim, Associate Superintendent for Facilities and Technology, the change in the way in which Natrona County School District handles its filtering was largely a response to parents' concerns about what their children were doing on the Internet at home.\u003c/p>\n\u003cp>But are schools actually \u003cem>required\u003c/em> to install filtering on computing devices that head home?\u003c/p>\n\u003cp>While CIPA does make it clear about the requirements to filter the Internet at schools and at libraries, it's not clear if this applies to the computers themselves. If schools are paying for 3G connectivity on these devices, then yes, CIPA applies. Otherwise \"it's a gray area,\" a spokesperson from the FCC told me. The agency is working on clarifying how the rules on filtering apply in these sorts of cases.\u003c/p>\n\u003cp>It's going to be an increasingly important issue that the FCC tackles, particularly as one-to-one programs proliferate. As it currently stands, different schools are adopting different approaches to filtering on one-to-one devices, some opting to install software on the devices, others leaving it up to parents to monitor what kids do when they're using the computers at home.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>We'd love to hear from readers what policies come with their take-home devices.\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1319561966,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":14,"wordCount":624},"headData":{"title":"When School Web Filtering Comes Home | KQED","description":"Getty Schools that receive discounts for Internet access through the federal E-rate funding are required to implement a number of measures, like creating an Internet safety policy and filtering and blocking access to certain types of online content. To that end, The Children's Internet Protection Act, CIPA, addresses concerns about the type of online materials","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"16297 http://blogs.kqed.org/mindshift/?p=16297","disqusUrl":"https://ww2.kqed.org/mindshift/2011/10/25/when-school-web-filtering-comes-home/","disqusTitle":"When School Web Filtering Comes Home","path":"/mindshift/16297/when-school-web-filtering-comes-home","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/facebook-students-and-teachers-a-question-of-free-speech/getty-5/\" rel=\"attachment wp-att-15000\">\u003cimg class=\"size-medium wp-image-15000\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/09/getty-300x200.jpg\" alt=\"\" width=\"300\" height=\"200\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Getty\u003c/p>\n\u003c/div>\n\u003cp>Schools that receive discounts for Internet access through the federal \u003ca href=\"http://transition.fcc.gov/learnnet/\">E-rate funding\u003c/a> are required to implement a number of measures, like creating an Internet safety policy and filtering and blocking access to certain types of online content. To that end, The Children's Internet Protection Act, \u003ca href=\"http://www.fcc.gov/guides/childrens-internet-protection-act\">CIPA\u003c/a>, addresses concerns about the type of online materials that children can access at school.\u003c/p>\n\u003cp>We've written several times about some of the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/eight-surprising-webites-schools-cant-access/\">frustration and confusion\u003c/a> that CIPA and filtering causes, and we've talked to the Department of Education's Karen Cator for \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/straight-from-the-doe-facts-about-blocking-sites-in-schools/\">clarification\u003c/a> about what the law really requires.\u003c/p>\n\u003cp>But as more schools begin to implement one-to-one computer programs, providing each student with a laptop or a net-book or even an iPad, there are new wrinkles in thinking about CIPA. After all, these devices are meant to be used at school \u003cem>and\u003c/em> at home.\u003c/p>\n\u003caside class=\"pullquote alignleft\">But are schools actually \u003cem>required\u003c/em> to install filtering on computing devices that head home?\u003c/aside>\n\u003cp>Currently most schools filter their network. There are a number of ways in which they do this, and a number of companies that they turn to for the technology to do so.\u003c/p>\n\u003cp>But if schools are just filtering the Internet on the premises, what happens when students take their computers home? How do schools monitor or block access to Web sites when students are using\u003c!--more--> their school-provided laptops on their family's home networks? And are they even required to do so?\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Some schools with one-to-one programs have installed filtering software onto the devices they send home. Such is the case beginning this year for the laptops that are distributed to students in Casper, Wyoming's Natrona County School District. The school district has had a one-to-one program for a number of years. In the past, the permission slips that went home with the devices at the beginning of the school year made certain that parents were aware that the devices had no filtering software installed. Parents had to sign that they \"accept full responsibility for supervision when my child's Internet use is not in a school setting.\"\u003c/p>\n\u003cp>But the school district has opted this year to \u003ca href=\"http://trib.com/opinion/editorial/article_b57e9a4d-29d0-5219-841c-2364b21a2158.html\">expand its filtering efforts\u003c/a> by adding social networking sites to the list of blocked sites, and by installing filtering software directly onto every Apple laptop that each 6th- through 12th-grader receives. That means that when those district-owned computers are at home, the filtering is still in place.\u003c/p>\n\u003cp>According to Mark Antrim, Associate Superintendent for Facilities and Technology, the change in the way in which Natrona County School District handles its filtering was largely a response to parents' concerns about what their children were doing on the Internet at home.\u003c/p>\n\u003cp>But are schools actually \u003cem>required\u003c/em> to install filtering on computing devices that head home?\u003c/p>\n\u003cp>While CIPA does make it clear about the requirements to filter the Internet at schools and at libraries, it's not clear if this applies to the computers themselves. If schools are paying for 3G connectivity on these devices, then yes, CIPA applies. Otherwise \"it's a gray area,\" a spokesperson from the FCC told me. The agency is working on clarifying how the rules on filtering apply in these sorts of cases.\u003c/p>\n\u003cp>It's going to be an increasingly important issue that the FCC tackles, particularly as one-to-one programs proliferate. As it currently stands, different schools are adopting different approaches to filtering on one-to-one devices, some opting to install software on the devices, others leaving it up to parents to monitor what kids do when they're using the computers at home.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>We'd love to hear from readers what policies come with their take-home devices.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/16297/when-school-web-filtering-comes-home","authors":["4352"],"categories":["mindshift_195"],"tags":["mindshift_427","mindshift_227","mindshift_750"],"featImg":"mindshift_15000","label":"mindshift"},"mindshift_15902":{"type":"posts","id":"mindshift_15902","meta":{"index":"posts_1591205157","site":"mindshift","id":"15902","score":null,"sort":[1318265999000]},"guestAuthors":[],"slug":"youtube-launches-new-education-site-with-school-access","title":"YouTube Lets Schools Opt for Educational Videos","publishDate":1318265999,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cdiv class=\"module image alignright mceTemp\" style=\"width: 300px\">\u003ca href=\"http://www.flickr.com/photos/www_ukberri_net/6197755378/sizes/z/in/photostream/\">\u003cimg class=\"size-medium wp-image-15920\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/6197755378_c4b9fa845e_z-300x212.jpg\" alt=\"\" width=\"300\" height=\"212\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr:www_ukberri_net\u003c/p>\n\u003c/div>\n\u003cp>Teachers who have been frustrated over blocked access to YouTube educational videos in school can take heart. YouTube is rolling out a pilot a program with schools that will redirect all YouTube links to educational content on \u003ca href=\"http://www.youtube.com/education\">YouTube.com/education\u003c/a>. In addition, comments will be disabled and related videos will only be educational, both of which are a source of anxiety around exposing kids to inappropriate content.\u003c/p>\n\u003cp>Each school and district has a different kind of filtering system, but this workaround allows schools that block YouTube at the domain level to access it through YouTube.com/education, according to Angela Lin, head of YouTube Edu. Schools interested in participating in the pilot program can sign up at \u003ca href=\"http://www.youtube.com/t/education\">YouTube.com/t/education\u003c/a>.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"We need to give educators and administrators the tools and resources they need and have them decide what’s best for their students.\"\u003c/aside>\n\u003cp>YouTube plans to add hundreds of thousands of more educational videos onto the /edu site (which was launched two years ago), including videos from the \u003ca href=\"http://www.youtube.com/MoMAvideos\">Museum of Modern Art\u003c/a>, \u003ca href=\"http://www.youtube.com/BBCEarth\">BBC Earth\u003c/a>, \u003ca>the Smithsonian\u003c/a>, \u003ca href=\"http://www.youtube.com/bigthink\">Big Think,\u003c/a> and many more. Until now, most of the content on /edu has revolved around higher education, with \u003ca href=\"http://www.youtube.com/education?category=University/Science\">lectures from MIT,\u003c/a> UCLA, U.C. Berkeley and other universities (with the very notable exception of the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/meet-sal-khan-the-jerry-seinfeld-of-the-education-revolution/\">Khan Academy videos, \u003c/a>which are aimed at K-12). Newly added content will be focused more on K-12 curriculum, as well as post-college content -- what's referred to as \"lifelong learning.\"\u003c/p>\n\u003cp>\"We recognize there is demand for educational video, and we’re trying to provide access to it, as well as catalyze content creation,\" Lin said.\"Ultimately we need to give educators and \u003c!--more-->administrators the tools and resources they need and have them decide what’s best for their students.\"\u003c/p>\n\u003cp>Solving the access issue, adding more educational content, and launching the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/youtube-launches-site-specifically-for-teachers/\">YouTube Teachers\u003c/a> site a few weeks ago are all part of the world's largest video site's foray into the education space.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>A \"handful of school\" across the country have signed up for the pilot program, Lin said. \"As with anything at Google, this is iterative. We want to get the product right, the experience right. Any change can be onerous at schools that are already tight for time and resources,\" she said. \"We’re trying to enable more content creators and users to think about us as an educational platform.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Read more about \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/straight-from-the-doe-facts-about-blocking-sites-in-schools/\">blocked Web sites\u003c/a> and \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/eight-surprising-webites-schools-cant-access/\">facts about what filtering policies\u003c/a>.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1318267499,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":9,"wordCount":418},"headData":{"title":"YouTube Lets Schools Opt for Educational Videos | KQED","description":"Flickr:www_ukberri_net Teachers who have been frustrated over blocked access to YouTube educational videos in school can take heart. YouTube is rolling out a pilot a program with schools that will redirect all YouTube links to educational content on YouTube.com/education. In addition, comments will be disabled and related videos will only be educational, both of which","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"15902 http://blogs.kqed.org/mindshift/?p=15902","disqusUrl":"https://ww2.kqed.org/mindshift/2011/10/10/youtube-launches-new-education-site-with-school-access/","disqusTitle":"YouTube Lets Schools Opt for Educational Videos","path":"/mindshift/15902/youtube-launches-new-education-site-with-school-access","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image alignright mceTemp\" style=\"width: 300px\">\u003ca href=\"http://www.flickr.com/photos/www_ukberri_net/6197755378/sizes/z/in/photostream/\">\u003cimg class=\"size-medium wp-image-15920\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/6197755378_c4b9fa845e_z-300x212.jpg\" alt=\"\" width=\"300\" height=\"212\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr:www_ukberri_net\u003c/p>\n\u003c/div>\n\u003cp>Teachers who have been frustrated over blocked access to YouTube educational videos in school can take heart. YouTube is rolling out a pilot a program with schools that will redirect all YouTube links to educational content on \u003ca href=\"http://www.youtube.com/education\">YouTube.com/education\u003c/a>. In addition, comments will be disabled and related videos will only be educational, both of which are a source of anxiety around exposing kids to inappropriate content.\u003c/p>\n\u003cp>Each school and district has a different kind of filtering system, but this workaround allows schools that block YouTube at the domain level to access it through YouTube.com/education, according to Angela Lin, head of YouTube Edu. Schools interested in participating in the pilot program can sign up at \u003ca href=\"http://www.youtube.com/t/education\">YouTube.com/t/education\u003c/a>.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"We need to give educators and administrators the tools and resources they need and have them decide what’s best for their students.\"\u003c/aside>\n\u003cp>YouTube plans to add hundreds of thousands of more educational videos onto the /edu site (which was launched two years ago), including videos from the \u003ca href=\"http://www.youtube.com/MoMAvideos\">Museum of Modern Art\u003c/a>, \u003ca href=\"http://www.youtube.com/BBCEarth\">BBC Earth\u003c/a>, \u003ca>the Smithsonian\u003c/a>, \u003ca href=\"http://www.youtube.com/bigthink\">Big Think,\u003c/a> and many more. Until now, most of the content on /edu has revolved around higher education, with \u003ca href=\"http://www.youtube.com/education?category=University/Science\">lectures from MIT,\u003c/a> UCLA, U.C. Berkeley and other universities (with the very notable exception of the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/meet-sal-khan-the-jerry-seinfeld-of-the-education-revolution/\">Khan Academy videos, \u003c/a>which are aimed at K-12). Newly added content will be focused more on K-12 curriculum, as well as post-college content -- what's referred to as \"lifelong learning.\"\u003c/p>\n\u003cp>\"We recognize there is demand for educational video, and we’re trying to provide access to it, as well as catalyze content creation,\" Lin said.\"Ultimately we need to give educators and \u003c!--more-->administrators the tools and resources they need and have them decide what’s best for their students.\"\u003c/p>\n\u003cp>Solving the access issue, adding more educational content, and launching the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/youtube-launches-site-specifically-for-teachers/\">YouTube Teachers\u003c/a> site a few weeks ago are all part of the world's largest video site's foray into the education space.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>A \"handful of school\" across the country have signed up for the pilot program, Lin said. \"As with anything at Google, this is iterative. We want to get the product right, the experience right. Any change can be onerous at schools that are already tight for time and resources,\" she said. \"We’re trying to enable more content creators and users to think about us as an educational platform.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Read more about \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/straight-from-the-doe-facts-about-blocking-sites-in-schools/\">blocked Web sites\u003c/a> and \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/eight-surprising-webites-schools-cant-access/\">facts about what filtering policies\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/15902/youtube-launches-new-education-site-with-school-access","authors":["180"],"categories":["mindshift_195","mindshift_193"],"tags":["mindshift_734","mindshift_227","mindshift_56"],"featImg":"mindshift_15920","label":"mindshift"},"mindshift_15411":{"type":"posts","id":"mindshift_15411","meta":{"index":"posts_1591205157","site":"mindshift","id":"15411","score":null,"sort":[1316550586000]},"guestAuthors":[],"slug":"dispelling-myths-about-blocked-websites-in-schools","title":"Dispelling Myths About Blocked Websites in Schools","publishDate":1316550586,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003cimg class=\"size-full wp-image-15416\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/09/10_11.15_newtech_06061-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\n\u003cp class=\"wp-media-credit\">Larry Gonzalez\u003c/p>\n\u003c/div>\n\u003cp>I'm at a small gathering of education journalists, policymakers and school leaders today, and in attendance is the Department of Education's Director of Education Technology, Karen Cator.\u003c/p>\n\u003cp>Cator told me that teachers continue to thank her for outlining these important clarifications about schools blocking access to Web sites. For those who haven't seen \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/straight-from-the-doe-facts-about-blocking-sites-in-schools/\">the original article, \u003c/a>which followed an article about \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/eight-surprising-webites-schools-cant-access/\">surprising blocked Web sites\u003c/a>, here it is again.\u003c/p>\n\u003cp>Cator parsed the rules of the \u003ca href=\"http://www.fcc.gov/cgb/consumerfacts/cipa.html\">Childrens Internet Protection Act\u003c/a>, and provided guidance for teachers on how to proceed when it comes to interpreting the rules. To that end, here are six surprising rules that educators, administrators, parents and students might not know about website filtering in schools.\u003c/p>\n\u003col>\n\u003cli>\u003cstrong>Accessing YouTube is not violating CIPA rules.\u003c/strong> “Absolutely it’s not circumventing the rules,” Cator says. “The rule is to block inappropriate sites. All sorts of YouTube videos are helpful in explaining complex concepts or telling a story, or for hearing an expert or an authentic voice — they present learning opportunities that are really helpful.”\u003c/li>\n\u003cli>\u003cstrong>Websites don’t have to be blocked for teachers\u003c/strong>. “Some of the comments I saw online had to do with teachers wondering why they can’t access these sites,” she says. “They absolutely can. There’s nothing that says that sites have to be blocked for \u003c!--more-->adults.”\u003c/li>\n\u003cli>\u003cstrong>Broad filters are not helpful\u003c/strong>. “What we have had is what I consider brute force technologies that shut down wide swaths of the Internet, like all of YouTube, for example. Or they may shut down anything that has anything to do with social media, or anything that is a game,” she said. “These broad filters aren’t actually very helpful, because we need much more nuanced filtering.”\u003c/li>\n\u003cli>\u003cstrong>Schools will not lose \u003ca href=\"http://www.fcc.gov/learnnet/\">E-rate\u003c/a> funding by unblocking appropriate sites. \u003c/strong>Cator said she’s never heard of a school losing E-rate funding due to allowing appropriate sites blocked by filters. See the excerpt below from the \u003ca href=\"http://www.ed.gov/technology/netp-2010\">National Education Technology Plan\u003c/a>, approved by officials who dictate E-rate rules.\u003c/li>\n\u003cli>\u003cstrong>Kids need to be taught how to be responsible digital citizens. \u003c/strong>“[We need to] address the topic at school or home in the form of education,” Cator says. “How do we educate this generation of young people to be safe online, to be secure online, to protect their personal information, to understand privacy, and how that all plays out when they’re in an online space?”\u003c/li>\n\u003cli>\u003cstrong>Teachers should be trusted.\u003c/strong> “If the technology fails us and filters something appropriate and useful, and if teachers in their professional judgment think it’s appropriate, they should be able to show it,” she said. “Teachers need to impose their professional judgment on materials that are available to their students.”\u003c/li>\n\u003c/ol>\n\u003cp>Here’s the full transcript of my Q&A with Karen Cator.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Please describe what CIPA does and does not mandate.\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>A. CIPA does require that any school that funds Internet access or their internal network connections with E-rate has to implement filters to block students’ access to content that could be harmful to minors.\u003c/p>\n\u003cp>The best way of thinking about this whole topic is in terms of “rules, tools and schools.”\u003cbr>\nThere are rules in place for a good reason. CIPA does require that we block or filter inappropriate sites, \u003cstrong>but if sites are found that are deemed appropriate they can be unblocked\u003c/strong>. So having the process in place for unblocking sites is definitely important.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Is it illegal for teachers to access these sites, too? \u003c/strong>\u003c/em>\u003c/p>\n\u003cp>A. These sites don’t have to be blocked for teachers. Some of the comments I saw online had to do with teachers wondering why they can’t access these sites. They absolutely can. There’s nothing that says that sites have to be blocked for adults.\u003c/p>\n\u003cp>\u003cstrong>Rules are in place to attempt to protect minors form inappropriate materials.\u003c/strong> We also need school-based rules – usually in the form of acceptable use policies that students sign that say, “I will use this computer or access the Internet, and I agree to abide by rules in my school.” Sometimes it will say that if you come across something inappropriate that you shut it down immediately and tell an adult.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>The second way to address this topic is by thinking about tools. These are technology tools that are put in place to filter sites that are inappropriate. These filters are getting better and better. What we have had is what I consider brute force technologies that shut down wide swaths of the Internet, like all of YouTube, for example. Or they may shut down anything that has anything to do with social media, or anything that is a game. These broad filters aren’t actually very helpful, because we need much more nuanced filtering. Better filters would be incredibly helpful.\u003c/p>\n\u003cp>The third way to address the topic is at school or home in the form of education.\u003cbr>\nHow do we educate this generation of young people to be safe online, to be secure online, to protect their personal information, to understand privacy, and how that all plays out when they’re in an online space. We also want students to be nice to each other, and not to engage in bullying, in an online space where their voice is amplified and persistent. We want students to grow up to be good digital citizen.\u003c/p>\n\u003cp>So there are rules that are in place, the technology tools in the form of more intelligent filters, and then it is an absolute necessity to provide good digital education for this generation of students. And that requires providing professional development for adults working with these students.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Just to be clear, are schools or teachers circumventing rules if they show YouTube videos or other blocked sites to students?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>A. Absolutely it’s not circumventing the rules. The rule is to block inappropriate sites. If the technology fails us and filters something appropriate and useful, and if teachers in their professional judgment think it’s appropriate, they should be able to show it. Teachers need to impose their professional judgment on materials that are available to their students.\u003c/p>\n\u003cp>All sorts of YouTube videos are helpful in explaining complex concepts or telling a story, or for hearing an expert or an authentic voice — they present learning opportunities that are really helpful.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>If a filtering system is not intelligent enough to sort sites out, then the teacher is the next best one to do so. If a site is blocked for a teacher, then the I.T. person can unblock it if that’s the way the network is set up.\u003c/p>\n\u003ch4>From the DOE’s National Education Technology Plan:\u003c/h4>\n\u003ch5>\u003cem>Balancing Connectivity and Student Safety on the Internet\u003c/em>\u003c/h5>\n\u003cblockquote>\u003cp>E-Rate is a federal program that supports connectivity in elementary and secondary schools and libraries by providing discounts on Internet access, telecommunications services, internal network connections, and basic maintenance. Schools, school districts, and consortia can receive discounts on these services ranging from 20 to 90 percent depending on their level of poverty and geographic location.\u003c/p>\n\u003cp>Schools’ eligibility for E-Rate money is contingent on compliance with several federal laws designed to ensure student privacy and safety on the Internet. The Children’s Internet Protection Act (CIPA) requires any school that funds Internet access or internal network connections with E-Rate money to implement filters that block students’ access to content that may be harmful to minors, including obscenity and pornography. CIPA also requires schools receiving E-Rate discounts to teach online safety to students and to monitor their online activities.\u003c/p>\n\u003cp>\u003cstrong>Ensuring student safety on the Internet is a critical concern, but many filters designed to protect students also block access to legitimate learning content and such tools as blogs, wikis, and social networks that have the potential to support student learning and engagement. \u003c/strong>More flexible, intelligent filtering systems can give teachers (to whom CIPA restrictions do not apply) access to educationally valuable content. On the other end of the spectrum, some schools and districts filter students’ online activities with proxy servers that meet CIPA requirements but are easy to get around, minimizing their utility for managing and monitoring students’ online activity.\u003c/p>\n\u003cp>CIPA also has posed challenges to accessing school networks through students’ own cell phones, laptop computers, and other Internet access devices to support learning activities when schools cannot afford to purchase devices for each student. Applying CIPA-required network filters to a variety of student-owned devices is a technical challenge that may take schools months or years to implement. However, districts such as Florida’s Escambia County Schools have created technical solutions and accompanying acceptable use policies (AUPs) that comply with CIPA regulations, allowing Web-based learning on student devices to run on networks supported by federal E-Rate funding.\u003c/p>\n\u003cp>Source: Universal Service Administrative Company 2008.\u003c/p>\u003c/blockquote>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1316550587,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":24,"wordCount":1531},"headData":{"title":"Dispelling Myths About Blocked Websites in Schools | KQED","description":"Larry Gonzalez I'm at a small gathering of education journalists, policymakers and school leaders today, and in attendance is the Department of Education's Director of Education Technology, Karen Cator. Cator told me that teachers continue to thank her for outlining these important clarifications about schools blocking access to Web sites. For those who haven't seen","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"15411 http://blogs.kqed.org/mindshift/?p=15411","disqusUrl":"https://ww2.kqed.org/mindshift/2011/09/20/dispelling-myths-about-blocked-websites-in-schools/","disqusTitle":"Dispelling Myths About Blocked Websites in Schools","path":"/mindshift/15411/dispelling-myths-about-blocked-websites-in-schools","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003cimg class=\"size-full wp-image-15416\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/09/10_11.15_newtech_06061-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\n\u003cp class=\"wp-media-credit\">Larry Gonzalez\u003c/p>\n\u003c/div>\n\u003cp>I'm at a small gathering of education journalists, policymakers and school leaders today, and in attendance is the Department of Education's Director of Education Technology, Karen Cator.\u003c/p>\n\u003cp>Cator told me that teachers continue to thank her for outlining these important clarifications about schools blocking access to Web sites. For those who haven't seen \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/straight-from-the-doe-facts-about-blocking-sites-in-schools/\">the original article, \u003c/a>which followed an article about \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/eight-surprising-webites-schools-cant-access/\">surprising blocked Web sites\u003c/a>, here it is again.\u003c/p>\n\u003cp>Cator parsed the rules of the \u003ca href=\"http://www.fcc.gov/cgb/consumerfacts/cipa.html\">Childrens Internet Protection Act\u003c/a>, and provided guidance for teachers on how to proceed when it comes to interpreting the rules. To that end, here are six surprising rules that educators, administrators, parents and students might not know about website filtering in schools.\u003c/p>\n\u003col>\n\u003cli>\u003cstrong>Accessing YouTube is not violating CIPA rules.\u003c/strong> “Absolutely it’s not circumventing the rules,” Cator says. “The rule is to block inappropriate sites. All sorts of YouTube videos are helpful in explaining complex concepts or telling a story, or for hearing an expert or an authentic voice — they present learning opportunities that are really helpful.”\u003c/li>\n\u003cli>\u003cstrong>Websites don’t have to be blocked for teachers\u003c/strong>. “Some of the comments I saw online had to do with teachers wondering why they can’t access these sites,” she says. “They absolutely can. There’s nothing that says that sites have to be blocked for \u003c!--more-->adults.”\u003c/li>\n\u003cli>\u003cstrong>Broad filters are not helpful\u003c/strong>. “What we have had is what I consider brute force technologies that shut down wide swaths of the Internet, like all of YouTube, for example. Or they may shut down anything that has anything to do with social media, or anything that is a game,” she said. “These broad filters aren’t actually very helpful, because we need much more nuanced filtering.”\u003c/li>\n\u003cli>\u003cstrong>Schools will not lose \u003ca href=\"http://www.fcc.gov/learnnet/\">E-rate\u003c/a> funding by unblocking appropriate sites. \u003c/strong>Cator said she’s never heard of a school losing E-rate funding due to allowing appropriate sites blocked by filters. See the excerpt below from the \u003ca href=\"http://www.ed.gov/technology/netp-2010\">National Education Technology Plan\u003c/a>, approved by officials who dictate E-rate rules.\u003c/li>\n\u003cli>\u003cstrong>Kids need to be taught how to be responsible digital citizens. \u003c/strong>“[We need to] address the topic at school or home in the form of education,” Cator says. “How do we educate this generation of young people to be safe online, to be secure online, to protect their personal information, to understand privacy, and how that all plays out when they’re in an online space?”\u003c/li>\n\u003cli>\u003cstrong>Teachers should be trusted.\u003c/strong> “If the technology fails us and filters something appropriate and useful, and if teachers in their professional judgment think it’s appropriate, they should be able to show it,” she said. “Teachers need to impose their professional judgment on materials that are available to their students.”\u003c/li>\n\u003c/ol>\n\u003cp>Here’s the full transcript of my Q&A with Karen Cator.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Please describe what CIPA does and does not mandate.\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>A. CIPA does require that any school that funds Internet access or their internal network connections with E-rate has to implement filters to block students’ access to content that could be harmful to minors.\u003c/p>\n\u003cp>The best way of thinking about this whole topic is in terms of “rules, tools and schools.”\u003cbr>\nThere are rules in place for a good reason. CIPA does require that we block or filter inappropriate sites, \u003cstrong>but if sites are found that are deemed appropriate they can be unblocked\u003c/strong>. So having the process in place for unblocking sites is definitely important.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Is it illegal for teachers to access these sites, too? \u003c/strong>\u003c/em>\u003c/p>\n\u003cp>A. These sites don’t have to be blocked for teachers. Some of the comments I saw online had to do with teachers wondering why they can’t access these sites. They absolutely can. There’s nothing that says that sites have to be blocked for adults.\u003c/p>\n\u003cp>\u003cstrong>Rules are in place to attempt to protect minors form inappropriate materials.\u003c/strong> We also need school-based rules – usually in the form of acceptable use policies that students sign that say, “I will use this computer or access the Internet, and I agree to abide by rules in my school.” Sometimes it will say that if you come across something inappropriate that you shut it down immediately and tell an adult.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>The second way to address this topic is by thinking about tools. These are technology tools that are put in place to filter sites that are inappropriate. These filters are getting better and better. What we have had is what I consider brute force technologies that shut down wide swaths of the Internet, like all of YouTube, for example. Or they may shut down anything that has anything to do with social media, or anything that is a game. These broad filters aren’t actually very helpful, because we need much more nuanced filtering. Better filters would be incredibly helpful.\u003c/p>\n\u003cp>The third way to address the topic is at school or home in the form of education.\u003cbr>\nHow do we educate this generation of young people to be safe online, to be secure online, to protect their personal information, to understand privacy, and how that all plays out when they’re in an online space. We also want students to be nice to each other, and not to engage in bullying, in an online space where their voice is amplified and persistent. We want students to grow up to be good digital citizen.\u003c/p>\n\u003cp>So there are rules that are in place, the technology tools in the form of more intelligent filters, and then it is an absolute necessity to provide good digital education for this generation of students. And that requires providing professional development for adults working with these students.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Just to be clear, are schools or teachers circumventing rules if they show YouTube videos or other blocked sites to students?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>A. Absolutely it’s not circumventing the rules. The rule is to block inappropriate sites. If the technology fails us and filters something appropriate and useful, and if teachers in their professional judgment think it’s appropriate, they should be able to show it. Teachers need to impose their professional judgment on materials that are available to their students.\u003c/p>\n\u003cp>All sorts of YouTube videos are helpful in explaining complex concepts or telling a story, or for hearing an expert or an authentic voice — they present learning opportunities that are really helpful.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>If a filtering system is not intelligent enough to sort sites out, then the teacher is the next best one to do so. If a site is blocked for a teacher, then the I.T. person can unblock it if that’s the way the network is set up.\u003c/p>\n\u003ch4>From the DOE’s National Education Technology Plan:\u003c/h4>\n\u003ch5>\u003cem>Balancing Connectivity and Student Safety on the Internet\u003c/em>\u003c/h5>\n\u003cblockquote>\u003cp>E-Rate is a federal program that supports connectivity in elementary and secondary schools and libraries by providing discounts on Internet access, telecommunications services, internal network connections, and basic maintenance. Schools, school districts, and consortia can receive discounts on these services ranging from 20 to 90 percent depending on their level of poverty and geographic location.\u003c/p>\n\u003cp>Schools’ eligibility for E-Rate money is contingent on compliance with several federal laws designed to ensure student privacy and safety on the Internet. The Children’s Internet Protection Act (CIPA) requires any school that funds Internet access or internal network connections with E-Rate money to implement filters that block students’ access to content that may be harmful to minors, including obscenity and pornography. CIPA also requires schools receiving E-Rate discounts to teach online safety to students and to monitor their online activities.\u003c/p>\n\u003cp>\u003cstrong>Ensuring student safety on the Internet is a critical concern, but many filters designed to protect students also block access to legitimate learning content and such tools as blogs, wikis, and social networks that have the potential to support student learning and engagement. \u003c/strong>More flexible, intelligent filtering systems can give teachers (to whom CIPA restrictions do not apply) access to educationally valuable content. On the other end of the spectrum, some schools and districts filter students’ online activities with proxy servers that meet CIPA requirements but are easy to get around, minimizing their utility for managing and monitoring students’ online activity.\u003c/p>\n\u003cp>CIPA also has posed challenges to accessing school networks through students’ own cell phones, laptop computers, and other Internet access devices to support learning activities when schools cannot afford to purchase devices for each student. Applying CIPA-required network filters to a variety of student-owned devices is a technical challenge that may take schools months or years to implement. However, districts such as Florida’s Escambia County Schools have created technical solutions and accompanying acceptable use policies (AUPs) that comply with CIPA regulations, allowing Web-based learning on student devices to run on networks supported by federal E-Rate funding.\u003c/p>\n\u003cp>Source: Universal Service Administrative Company 2008.\u003c/p>\u003c/blockquote>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/15411/dispelling-myths-about-blocked-websites-in-schools","authors":["180"],"categories":["mindshift_195","mindshift_193"],"tags":["mindshift_227","mindshift_226","mindshift_221","mindshift_35"],"featImg":"mindshift_15416","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. 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Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. 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