A Policy Quandary

Do we need to protect ourselves from… ourselves?

I’ve been doing a lot of research with colleagues in the last few months in the realm of public school district policies, especially pertaining to internet, web 2.0, social media, filtering, etc.

What we’ve found is many schools who have vague language in their policies, and who rely on either a person or a committee to make decisions on a case by case basis. I can’t imagine that this protocol would be immediately responsive, as I’m sure the individuals or committees have other job responsibilities.

We’ve also found quite a few districts that insist upon the strictest control possible. In many cases, the justification is “we need to protect the students and/or staff from themselves.”

Internet safety education is federally mandated in all schools, but even those guidelines and requirements are somewhat vague.

I think it’s fairly obvious where I stand (if you’ve read any of my previous posts on the subject). I’m very much in favor of educating the masses about productive use of web tools, as well as discussing the inherent risks and learning about productive and responsible online behaviors. Personally, I think “control” is an illusion- and locking students and staff away from everything at school teaches them nothing when they leave those school boundaries.

However…

  • where can schools draw the lines without making those lines too fuzzy?
  • how does one decide if a “tool” is truly too risky for students to use within the school setting?
  • if something “bad” happens as a result of using a specific web tool, what are the legal ramifications?

What are your thoughts?

  1. How do your schools manage these issues?
  2. Who makes those decisions?
  3. When was the last time your policies were re-written to reflect the changing nature of what kids do and learn online?
  4. Do you have an AUP that works well for staff and students? Why or why not?

I’m hoping for a lot of responses here, as I think it would be helpful to us all!

Also, if you haven’t seen this wiki started by educators in Missouri, take a look!
http://socialmediaguidelines.pbworks.com/

Where Do You Stand

January Think-About

Scott McLeod posted this photo back in October. I’m using it as a discussion point in some sessions this month.

Answer these questions:

1. What are your initial feelings/thoughts after viewing this photo and quote?

2. What are you doing to change that perception in education?

If you have a response on another site- photo, quote, blog post, or otherwise- please include a link in your comment.

Time Is What You Make Of It

December Think-About:

I’m often asked about the issue of “time”- usually during presentations/workshops about anything associated with blogging, wikis, microblogs, shared bookmarks, RSS feeds, etc.

“Who has the time to do this?”
“Why would I ever want to do any of those things? Where would I find the time?”

“All those things are great, but I have a life. There just isn’t time
to do it all!”

As a rule, I usually note during those sessions that I don’t sit behind a computer 24/7/365. BUT… I wonder if the participants really believe me? My guess is that many don’t believe me (I’m a ‘techie,’ right?), or they assume that the nature of my job affords me more time to read blogs, share on Twitter, add shared bookmarks, and post to my own blogs every single day.

The fact is… my job doesn’t really afford me more time to do any of these things. Instead, I’ve made the decision that using those tools help me to grow as a professional. I’m connected to people all around the world who are willing to share their ideas with me, collaborate with me on projects and ideas, and learn with me about preparing 21st century learners for future success. Why would I NOT make time for that?

We know that young people are also using these tools and gaining extraordinary benefits- when the tools are used appropriately. Perhaps that fact alone would be the motivating factor for making time.

I’ve always been told that you make time for those things in your life that are your priorities. So… why should this be a priority?

  1. If you’re preparing students to be successful for the future, you need to understand the learning tools they have at their disposal. We all understand best by DOING.
  2. These tools should be used in schools. Period.
  3. You will see a substantial increase in your own personal growth. I learn every single day from someone who shares with me. If you follow others in your field who are positive, strategic, and visionary, it’s nearly impossible to find these experiences unworthy of your time.

Here is a sampling of some “web 2.0” tools I use- those that I use most often:

I don’t use every tool every day, nor did I try to take on all of them at one time when I first started. In each case, I found a tool, tried it for a while, then decided if it provided me any advantage or benefit. What I found was that each one serves a different purpose, and I go to them for very different reasons. Of course, there were some that I found weren’t useful to me, so I don’t use them. In some cases, especially communication, I’ve found these tools actually save me time!

Because I’m seeking balance in my life, I’m also very deliberate about how much time I spend using these tools when home. That tends to be more difficult, but it’s important to make my family time a priority, too.

Just like we all need to find  time for recreation, for exercise, for learning, for SLEEP… I think it’s also possible to find time to blog, or contribute to a wiki, or share with others in your field through some other  web 2.0 tool. Maybe it’s once a week or once a month, but the time is there if you make it.

Is it a priority for you?

What Kids Learned from the 2008 US Election

I haven’t been able to get this out of my mind recently… even though I’ve tweeted about it several times, posted notes on my Facebook account, etc.

I have a genuine concern for what kids learned from the election process, and it definitely ties into 21st century skills, too.

Web 2.0 has changed politics forever. With 24/7 information, media saturation, billboards, text messages, blogs, groups on both MySpace and Facebook, young people in this country (and even those in other countries) have been inundated with political opinions. In fact,  you would have to live under a rock to have avoided hearing anything political in the US during the last year.

Sure, satire is one thing (SNL had some really funny skits!). But what messages did young people really receive from this information deluge? More importantly, beyond the messages from the media, what did our children learn from the adults around them?

In my opinion, they learned:

  • It’s acceptable to verbally bash the candidate(s) who are opposing your chosen candidate(s)- or translate that verbal bashing into blog posts or status updates.
  • Adults can join groups or add badges/bumper stickers to their social media that portray a political candidate in a derogatory manner.
  • Adults don’t have to “agree to disagree,”  even though that’s what they preach to kids.

Is that really what we want our kids to learn about democracy? Does the right of free speech negate our obligation to make responsible decisions about what we say and publish?

I listened to my own children, their friends (all teenagers), and younger children in our community… and I have to say that I’m very disappointed in what they’ve gleaned from this process. I’m also disappointed in my peers: for what I’ve read on Twitter, on their blogs, on their social sites. It was equal opportunity bashing… for every person badmouthing Democrats, there was someone badmouthing Republicans. Maybe I expected too much from people I respect; or that, because they are educated people, that they would make better choices in what they display in online forums.

Because… aren’t we all advocating that students be taught about responsible, digital citizenship? Don’t we tell kids to think carefully and thoughtfully about the comments they make online– constructive critique is always better than flaming or insulting comments? What do we tell kids about publishing disparaging remarks about someone else?

Are we modeling what we expect from digital kids?

A Call for Must Reads

October Think-About:

If you compiled a list of  “must reads” for educators –  books, articles, blog posts, etc. – what would you include?

Sometimes, I think to myself, “If only they could read [ insert title here ], maybe that would help them wrap their minds around these challenging ideas/philosophies.”

Think of the conversations we could have if we were all speaking with some common background information.

As I struggle to be patient and help others see that we have to change the way we “do school,”  I think about some of what I’ve read recently, and I want to share. A great example:

Jeff Utecht mentioned in a recent post:

“I have come to hate the phrase ’21st Century’ whatever: Learner, Thinking, Teacher, Skills… We’re 9 years (depending on how you count) into the 21st Century and we’re still calling for 21st Century things. I’m sorry, we’re in it [my emphasis]! These are just skills! They are just what we should be doing…”

After I read Jeff’s post, I said aloud, “EXACTLY!”  We keep talking about 21st Century as if it’s some far-off, future place and time. But it isn’t. It’s NOW.

I quoted Jeff today, and some of my colleagues laughed at themselves, because they also were thinking of the future. I pointed them to Jeff’s blog and told them it was something they needed to read.

So what about you?

  • What are the enlightening “reads” for you?
  • How did reading that book/article/blog change your thinking? your teaching? your direction?
  • How have you shared that information with your learning community?


Share with me your “must reads” in comments (I’ll add mine there, too!), and then I’ll compile a list for my next post.

August Think-About: Why Did You Become a Teacher?

Fire and WaterI became a teacher because I love sharing what I learn with other people. And I LOVE TO LEARN!!

As early as 1st and 2nd grade, my classroom teachers used me as a peer tutor. While I’m guessing their intentions were mostly to benefit the students I tutored, they might not have had any idea how much they empowered me! I learned more from helping others learn… and a fire was ignited inside me for life! [Image Credit- peasap1]

I left the classroom 10 years ago to teach adults. As a classroom teacher (secondary vocal music), I could maybe influence a few hundred kids a year. As someone in professional development now, I hope that I can influence that many teachers or more… who will then go on to influence their many students. I miss being in the classroom, but I know that what I do is very important.

What made you decide teaching was what you wanted to do? Do you have that fire in you? Are your students reflecting that fire?

Several edubloggers have posted this video (I saw it at Free Tech For Teachers), but I thought it was worth sharing, too. From Apple Teacher Institute:

1peasap. “Fire and Water.” peasap’s Photostream. 25 Oct 2007. 15 Aug 2008. http://flickr.com/photos/peasap/1752872124/

July 2008 Think About-Digital Literacy and Administrators

Discussing Digital Literacy with educators usually brings about a list of excuses why they can’t implement teaching digital skills in the classroom:

1. I have too much curriculum content to cover, and I don’t have time to teach anything else.

2. I don’t know enough about Web 2.0 (or even what that really means) to help kids… besides, the kids already know more than I do, right?

3. Is anything about digital literacy on the ‘tests?’ No? Then I can’t teach it.

4. My administrator doesn’t support anything that isn’t research-based or a tried/true approach.

… and the list goes on. And for most of them, these are valid reasons for being hesitant, especially #4. But I’ve never really heard a good list from administrators. And without administrative support, classroom teachers can’t really move ahead either.

Jeanette Johnson is a principal who is also a blogger. About a year ago, she posted a top ten list of “not so good reasons… why educational leaders don’t embrace digital technologies.” It’s worth reading, whether you’re an administrator or not.

I’ve been saying for quite a while now that our kids don’t have time for the adults to catch up, but at the same time, I need to be empathetic to the needs of administrators and teachers. Do administrators need to step up? How could they even begin? My suggestion to many has been — start doing something that you haven’t done before:

1. Do you blog? If not, start by reading other educators’ blogs. If you’re reading mine, check out my blogroll on the right side of the page. I’ll be adding more later today.

2. Have you ever ventured into social profiles? They’re not all bad, even though there’s a lot of garbage out there. Jump into one, or better yet, have a kid show you what they do. That’s the best way to introduce yourself.

3. Find an educational podcast– or any podcast that you find interesting– and subscribe to it.

4. Talk to kids about what they do when they’re not in school. How much time do they spend on the web? Do they satisfy a direct need from what they do on the web? Or is it simply communication to them? How many of them post videos to sites like YouTube? Are they involved in any groups in MySpace or Facebook? Why? Do they podcast? Do they listen to podcasts? Why?

5. Think about the websites that are blocked by your school’s internet filter in the name of “safety.” How many of those sites are really unsafe for kids, and how many of them are considered a nuisance by you and/or your faculty? Brush up on the CIPA requirements and then compare your blocked list. And then… ask kids what they think.

Will kids think you’re weird or old school for not knowing about these things? Probably. But they already think you’re old school, right? So what’s the harm in asking?

21st Century Learners need educators who understand them and know what they need to learn to be prepared for their world. Educational leaders have to help their staff members to be prepared to teach 21st Century learners. If our leaders/administrators are behind, who will help them?

An Early Think-About: What’s Your Top 5 Wish List?

What’s on your Top 5 wish list for new technologies you want to bring into your school/district? Even if your wish isn’t really a “technology,” please leave your list in the comments. I’ll post results soon.

My Top 5 (in no particular order):

1. Skype

2. An unfiltered internet connection for all– or a less restrictive filtering policy.

3. The opportunity to help others see that technology is a tool, not an extra to teach– and that using this tool could help students demonstrate proficiencies differently. Additionally, students might be able to think more critically, creatively, and digitally if given the chance to learn in “their own world.”

4. Wikis, Nings, more teacher blogs, and other social-networking-collaboration options. I use them constantly for my own work, but I don’t think we have enough people taking advantage of these fabulous tools! (for some, it’s a policy thing)

5. The chance for our students to participate in something like Vicki Davis and Julie Lindsey‘s Flat Classroom Project!

May 2008’s Think-About: Teaching to the Test

My friend, Tony Vincent, sent me this link today- http://notonthetest.com

As an educator- and a former music educator- this really hit home with me. While I agree that schools should be accountable for ensuring that every child learns the skills necessary to be successful, I don’t agree that testing them ad nauseum is the way to prove they’re learning. The result, as most of you know, is that schools and teachers feel they need to teach to the test. Creativity is not only sapped out of the students, but from the teachers and their art of teaching as well.

A lot of classroom teachers and support staff resent the stipulations in NCLB. I guess my questions are:

1) In order to prove AYP, are we required to subject our students to a litany of tests? Are there other acceptable methods to show progress? Is this a case of misinterpreting requirements?

2) Critical thinking, creativity, learning to express oneself in an intelligent and responsible manner… aren’t these important life skills? Ah, but how does one test and prove that a student has learned these things? Too many times, we ignore content and skill that can’t be tested objectively.

3) There is research that shows students who are asked to use higher levels of thinking, not just comprehension and regurgitation of facts, perform at higher levels on standardized tests (anyone have any good examples to share?). Since this is the case, wouldn’t it make more sense to prepare students to do more than just excel on a test?

I can’t stop thinking about this today. Kids are dropping out of school at record paces- 1 in 4, according to a University of Minnesota study. 1 in 4! We need to keep them engaged and involved in school… help them learn the skills that are relevant to their world.

Pulling students out of Art, Music, PE, or worse yet, eliminating those programs in order to concentrate on the “core” subjects is unthinkable to me. For many students, the only reason they stay in school is because of a music program, or athletics, or a talent for painting. Reading, writing, math, science… they are essential. I won’t argue that; however, research about good Physical Education programs, music programs, and art programs have shown time and time again that kids perform better overall when involved in any of these programs.

Weaving Digital Literacy and 21st Century skills into the mix… it sometimes looks as if we have all these extras to teach. If we could simply learn to teach DIFFERENTLY… it could work. It does work. There are teachers right now who are successfully implementing these skills into their curriculum, and the students reap the benefits. These same students are outperforming their peers on standardized tests. In the next month, I’m going to be posting as many of these examples as I can find. If you have some you would like to share, please add to the comments!

A final thought, from Mr. Holland’s Opus:

Vice Principal Wolters: I care about these kids just as much as you do. And if I’m forced to choose between Mozart and reading and writing and long division, I choose long division.
Glenn Holland: Well, I guess you can cut the arts as much as you want, Gene. Sooner or later, these kids aren’t
going to have anything to read or write about. [my emphasis]

quote found at IMDB.com

A Short Break… December Think-About

I’m taking a break through December and will be back in January. In the meantime, see what Will Richardson has to say about media and civic education:

  “…we have an opportunity right now to engage our students in meaningful participation around the causes they are most interested in. And this is especially apparent as we enter the long stretch to the November presidential elections here in the US (as well as the compelling causes ongoing around the world that students might undertake.)”