Tag Archives: fear

Peak indifference to surveillance

Cory Doctorow said:

In the educational domain we see a lot of normalisation of designing computers so that their users can’t override them. For example, school-supplied laptops can be designed so that educators can monitor what their users are doing. . . . [Students] are completely helpless because their machines are designed to prevent them from doing anything.

We have this path of surveillance that starts with prisoners, then mental patients, refugees, students, benefits claimants, blue collar workers and then white collar workers. That’s the migration path for surveillance and students are really low in the curve. People who work in education are very close to the front lines of the legitimisation of surveillance and designing computers to control their users rather than being controlled by users.

via http://www.online-educa.com/OEB_Newsportal/cory-doctorow-surveillance-privacy

It’s late 2015 and we’re still overblocking the Internet

It’s late 2015, we’re still overblocking the Internet, and the blame is on us as administrators…

Save the internet sign

I read a post recently that stressed yet again how access to the wide range of the Internet is an equity issue. Like library and textbook censorship, not only does blocking video services, social media, online interactive content, and other Web resources restrict students’ intellectual freedom, it also prohibits them from engaging in powerful conversations and learning opportunities (and, incidentally, also sends messages to your most technology-fluent educators that you’re outdated). One of my doctoral students’ dissertations at the University of Minnesota, for instance, found that overzealous school filtering prohibited student access to online content essential for satisfying state Social Studies and Health curricular standards. The equity concerns are most egregious for students who lack Internet access at home because school may be their primary option for learning what it means to be an empowered, active online citizen. 

There are numerous reasons why we overblock the Internet. Sometimes it’s simple confusion around what actually must be filtered. There are a lot myths out there and even our best technology support personnel may lack understandings of what must be blocked versus what does not. Other times it’s because our technology support folks are more interested in controlling bandwidth or the ‘integrity of the network’ rather than figuring out ways to empower students and staff. And many times it’s because of our own administrative fear, need for control, lack of knowledge, or unwillingness to educate ourselves and our communities. I have the good fortune to interact with schools all around the world. I hear time and time again from students and teachers that the primary reasons that they can’t access important content online are because of overly simplistic filtering software (hint: you have other options), technology coordinators’ prioritization of security over learning, and administrators’ fears and/or unwillingness to treat filtering concerns as educational, not technology, issues. Superintendents and principals should be actively leading ongoing conversations about what is filtered and why, particularly since we know that our most technology-successful schools are ones that filter less, not more. Administrator mindset and leadership are critical here. Given the necessity of the Internet in our lives and the need to teach students digital empowerment and citizenship, the emphasis should be on opening up rather than closing down.

Hopefully we all realize by now that our environment of mobile devices connected to the Internet constitutes the dominant information landscape of our time. Teaching students to be literate within that landscape is one of the primary tasks – and challenges – of our time. But we don’t get there by overblocking the Web. And we don’t get there by abrogating our responsibilities as instructional leaders.

I maintain a collection of Internet filtering and blocking resources that hopefully will be useful to you, including 27 Internet safety talking points for you and your community. Will you work to open up to your students the most powerful learning environment we humans have ever created?

Image credit: Save the Internet Net Neutrality protest, Steve Rhodes

Principles for school districts’ social media policies


My newest article is out. This one is about some general guidelines and principles for school districts to consider as they formulate their social media policies. A segment is below. You can read the full article online or in AASA’s School Administrator magazine.

Consider your tone. Districts everywhere are doing everything they can to put digital tools into the hands of students and staff because of the powerful learning opportunities that they enable. And then they usually create policy documents that hector and admonish youth and educators about all of the things they shouldn’t do. Tone is important. You don’t want to undermine your own efforts.

Consider what policies of empowerment and encouragement might look like versus districts’ typical lists of No’s and Can’ts and Don’ts, particularly if you want to encourage innovative, technology-using educators to work for you instead of someone else.

Don’t be agoraphobic. Humans are inherently social and we make meaning together. Connection to each other and the outside world often is educationally desirable. The learning power that can occur in environments that are “locked down” less tightly is vastly greater than those that filter or block outside experts, communities of interest, or other classrooms.

Happy reading!

Tactical defense training for school leaders

I just received this invite in my email from the folks at School Growth. Who has thoughts on this?!

Tactical defense training for school leaders

Refusing to let children practice agriculture because it might weaken their hunting skills

Doug Johnson said:

If at the end of the last ice age the natives of Minnesota had refused to let their children practice agriculture because it might weaken their hunting skills (although the animals were moving north and it was easier staying fed growing corn), would they have been doing them a service? As information becomes ubiquitous, learning becomes self-motivated, and post-literacy becomes the norm, are we doing our students a service by keeping them from using the tools of the technologic climate change that is on us now?

via http://doug-johnson.squarespace.com/blue-skunk-blog/2015/2/3/adapting-to-technologic-climate-change.html

Why must we ask the 21st century to wait outside our classes?

Internet kill switch

John Jones said:

why must we ask the 21st century to wait outside our classes? Is it just to protect the lecture? We know what a classroom designed around lectures, notes, and quizzes can do, and it is not impressive. . . . Perhaps by embracing the new forms and structures of communication enabled by laptops and other portable electronics we might discover new classroom practices that enable new and better learning outcomes.

There is a robust body of research exploring alternatives to the lecture. Never before has technology been so able to support a new understanding of learning but, as Rivers argues, suppressing the use of new technologies avoids and ignores such discussions.

via http://dmlcentral.net/blog/john-jones/let’s-ban-bans-classroom

Image credit: internet-kill-switch, CyberHades

The challenges of digital leadership

National Association of Independent Schools logo

I wrote an article for the National Association of Independent Schools on the challenges of digital leadership. Here are a few quotes to whet your appetite!

Schools often purchase software, computer devices, and technology-based learning systems because they are effective marketing tools for recruitment, or because they want to keep pace with the digital investments of rival institutions, or simply because they fear appearing outdated. None of these have to do with learning, of course, and inevitably are insufficient to smooth over the challenges that arise as digital tools enter classroom spaces. 


Too often, when navigating faculty or parental resistance, school leaders and technology staff make reassurances that things will not have to change much in the classroom or that slow baby steps are OK. Unfortunately, this results in a different problem, which is that schools have now invested significant money, time, and energy into digital technologies but are using them sparingly and seeing little impact. In such schools, replicative uses of technology are quite common, but transformative uses that leverage the unique affordances of technology are quite rare.


As school leaders, in order to achieve the types of successes that we hope for with technology, we will have to overbalance for our staff and parents the side of the scale that contains fears and concerns with countervailing, emotionally resonant stories, images, visions, and examples of empowered students and teachers doing amazing things. That’s fairly hard to do if we’re technology-hesitant or unknowledgeable about the educative value of technology ourselves, which is why so many successful digital leaders preach over and over again the necessity of personal engagement and modeling.

Happy reading!

Avoiding worst-case technology scenarios through mindfulness

Mike Crowley said:

There can be no question but that technology can provide the potential for isolation, for synthetic relationships, for a sedentary lifestyle, an anxiety-ridden social existence, a failure to focus, concentrate, and engage. But surely this is a worst-case scenario conception of technology without balance, without thoughtful schools, informed, engaged parents? An education system that emphasises the need to be cultured as well as educated, well-read as well as literate, articulate as well as able to skim, physically healthy as well as mentally engaged … surely an individual in this context will only benefit from the interactive tools of contemporary technology to allow them to create, design, persuade and engage? Yes, perhaps our brains will be rewired in the process, but isn’t that what the brain has always done throughout history? 

via http://crowleym.com/2014/11/03/rewired-brains-unbalanced-lives

Our technology messages are important

Important message

When we take away technology access because of student behavior concerns, we send the message that digital devices and the Internet are optional, ‘nice to have’ components of schooling rather than core elements of modern-day learning and teaching.

When we ban teachers from using social media – but not other forms of interaction – to communicate with students in or out of school, we send the message that we are unable to distinguish between behaviors and the mediums in which they occur.

When we decline to devote adequate time or support for technology-related professional learning and implementation, we send the message that low-level or nonexistent usage is just fine.

When we require educators to go hat in hand to IT personnel to get an educational resource unblocked, we send the message that we distrust them so they must be monitored.

When we wag our fingers at students about inappropriate digital behaviors without concurrently and equally highlighting the benefits of being connected and online, we send the message that we are afraid of or don’t understand the technologies that are transforming everything around us.

When we make blanket technology policies that punish the vast majority for the actions of a few, we send the messages of inconsistency and unfairness.

When we ignore the power of online and social media tools for communication with parents and other stakeholders, we send the message of outdatedness.

When we fail to implement hiring, induction, observation, coaching, and evaluation structures that emphasize meaningful technology integration, we send the message that it really isn’t that important to what we do in our classrooms.

When we treat students as passive recipients of teacher-directed integration rather than tapping into their technology-related interests, knowledge, and skills, we send the message that they don’t have anything to contribute to their own learning experiences. And that control is more important than empowerment.

When we continue to place students in primarily analog learning spaces and ignore that essentially all knowledge work these days is done digitally, we send the message of irrelevance to our students, parents, and communities.

Are these the messages that we intend to send with our technology decision-making (or lack thereof)? Often not, but what counts is the perceptions of the recipients of our decisions. 

What technology messages is your school system sending? (and what would you add to this list?)

Image credit: Important message, Patrick Denker

I read blocked blogs

I read blocked blogs

It’s Banned Books Week. I oppose censorship and support students’ and educators’ freedom to read. Do you?

Does that extend to all of those blogs and other web sites that your schools are filtering and blocking categorically?

FREADOM. Celebrate the right to read.

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