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?)
Tim Cushing said:
Few entities approach new advances in technology with more foreboding than school administrations. What could be used as portals to a nearly-infinite supply of information via the Internet is often neutered into uselessness by schools’ acceptable use policies (AUPs).
Most school technology acceptable use policies (AUPs) contain these kinds of phrases:
- “Students shall not use technology unless authorized by appropriate school personnel.”
- “The use of the Internet is a privilege, not a right, and inappropriate use will result in cancellation of those privileges.”
- “Students will not access or modify other accounts, data, files, and/or passwords without authorization.”
- “You will be held responsible at all times for the proper use of district technology resources, and the district may suspend or revoke your access if you violate the rules.”
- “Users have no right to privacy while using the district’s Internet systems. The district monitors users’ online activities and reserves the right to access, review, copy, store, or delete any electronic communications or files. This includes any items stored on district-provided devices, such as files, e-mails, cookies, and Internet history.”
- And so on…
That’s a lot of legalistic language. That’s a lot of negativity.
How about an empowered use policy (EUP) instead? In other words, instead of saying NO, NO, NO! all the time, how about saying yes? Here’s one to consider…
[SCHOOL / DISTRICT NAME]
When it comes to digital technologies in our [school / district], please…
- Be empowered. Do awesome things. Share with us your ideas and what you can do. Amaze us.
- Be nice. Help foster a school community that is respectful and kind.
- Be smart and be safe. If you are uncertain, talk with us.
- Be careful and gentle. Our resources are limited. Help us take care of our devices and networks.Thank you and let us know if you have any questions.
Is there anything major that this EUP doesn’t address? Other thoughts or reactions? Help me make it better…
Let me know what you think (and what you might add to the resource lists). I’m always on the search for student and/or employee AUPs that focus more on empowered use rather than hammering on safety/security concerns. We need more AUPs that emphasize YES! instead of NO!
Image credit: Bigstock, man pressing yes button
A lot of people found value in my Internet safety talking points for school leaders, including Cory Doctorow, Bruce Schneier, and Tim Cushing. The post now has been tweeted, liked, pinned, and shared over 1,000 times. I shared a PDF version with superintendents earlier this week. But a school IT employee in Eastern Iowa thought it was ‘adversarial’ and ‘hateful.’
I spoke with her yesterday on the phone for about 30 minutes. She was extremely offended by B, spoke vociferously against Google and Facebook (although her school system is not blocking them), couldn’t wrap her head around E or F, thought G and H were untrue (and didn’t want to hear about the research done by danah boyd and the Berkman Center that is behind those statements), and stated that the Bonus was insulting. Needless to say, our conversation didn’t result in a meeting of the minds. I encouraged her to voice her concerns in the comment area so that we all could have a dialogue but she didn’t think that school IT people read my blog and believed that she would not get a fair shake. Her final statement to me was that she was now worried that her school administrator would be breathing down her neck and asking her more questions about the decisions that she’s making. I responded that I thought that was a good thing since we all need to be regularly reconsidering and reexamining our policies and decision-making in light of both learning and teaching considerations and the rapid changes that are occurring in our information landscape. That’s when she thanked me for the call and decided it was time for us to be done.
The transcript of her voice mail message is below. Any thoughts or reactions to this?
Dr. McLeod, I had hoped I could speak with you directly. You don’t know me but I just read your article on administrators and how they should think about Internet safety and, as a 25-year veteran of IT, I want to say that I’m completely offended. This is just sad that you’re setting up this adversarial relationship between administrators and IT with the tone of your letter here and if you think that’s going to help the situation by getting IT departments angry, because that’s what this article will do. Obviously you’ve got some issues there with filtering. I would be surprised if the University of Kentucky is blocking. We don’t block any of the sites you mention but you’re leaving out a lot of very important things regarding the CIPA law with K-12, regarding E-Rate funding, regarding attacks of viruses, malware – it’s just a really simplistic approach when I look at this. I’m really disappointed in that but I don’t think my voice mail’s probably going to change your idea, I just think that you’d be doing everyone a service to not be having such an angry, resentful type of article like that which does nothing more than put a divide between two departments that, by the way, don’t work for each other, they partner with each other. So I would say you might want to rethink that and maybe even present a different article that’s a little less hateful. Thanks.
[UPDATE: A PDF version of these talking points is now available.]
For Leadership Day 2012, I thought I would gather in one place many of the talking points that I use with principals and superintendents about Internet safety…
- Even though they may use fancy terms and know more than you do about their domain, you never would allow your business manager or special education coordinator to operate without oversight. So stop doing so with your technology coordinator.
- The technology function of your school organization exists to serve the educational function, not the other way around. Corollary: your technology coordinator works for you, not vice versa.
- Mobile phones, Facebook, Wikipedia, YouTube, blogs, Wikispaces, Google, and whatever other technologies you’re blocking are not inherently evil. Stop demonizing them and focus on people’s behavior, not the tools, particularly when it comes to making policy.
- You don’t need special policies for specific tools. Just check that the policies you have are inclusive of electronic communication channels and then enforce the policies you already have on bullying, cheating, sexual harassment, inappropriate communication, illicit behavior, etc.
- Why are you penalizing the 95% for the 5%? You don’t do this in other areas of discipline at school. Even though you know some students will use their voices or bodies inappropriately in school, you don’t ban everyone from speaking or moving. You know some students may show up drunk to the prom, yet you don’t cancel the prom because of a few rule breakers. Instead, you assume that most students will act appropriately most of the time and then you enforce reasonable expectations and policies for the occasional few that don’t. To use a historical analogy, it’s the difference between DUI-style policies and flat-out Prohibition (which, if you recall, failed miserably). Just as you don’t put entire schools on lockdown every time there’s a fight in the cafeteria, you need to stop penalizing entire student bodies because of statistically-infrequent, worst-case scenarios.
- You never can promise 100% safety. For instance, you never would promise a parent that her child would never, ever be in a fight at school. So quit trying to guarantee 100% safety when it comes to technology. Provide reasonable supervision, implement reasonable procedures and policies, and move on.
- The ‘online predators will prey on your schoolchildren’ argument is a false bogeyman, a scare tactic that is fed to us by the media, politicians, law enforcement, and computer security vendors. The number of reported incidents in the news of this occurring is zero.
- Federal laws do not require your draconian filtering. You can’t point the finger somewhere else. You have to own it yourself.
- Students and teachers rise to the level of the expectations that you have for them. If you expect the worst, that’s what you’ll get.
- Schools that ‘loosen up’ with students and teachers find that they have no more problems than they did before. And, often, they have fewer problems because folks aren’t trying to get around the restrictions.
- There’s a difference between a teachable moment and a punishable moment. Lean toward the former as much as possible.
- If your community is pressuring you to be more restrictive, that’s when it’s time to educate, not capitulate. Overzealous blocking and filtering has real and significant negative impacts on information access, student learning, pedagogy, ability to address required curricular standards, and educators’ willingness to integrate technology. It also makes it awfully tough to prepare students for a digital era.
- ‘Walled garden’ online environments prevent the occurrence of serendipitous learning connections with the outside world.
- If you’re prohibiting teachers from being ‘friends’ with students online, are you also prohibiting them from being ‘friends’ with students in neighborhoods, at church, in volunteer organizations, at the mall, and in other non-school settings?
- Schools with mindsets of enabling powerful student learning usually block much less than those that don’t. Their first reaction is ‘how can we make this work?’ rather than ‘we need to keep this out.’
- As the lead learner, it’s your responsibility to actively monitor what’s being filtered and blocked and to always reconsider that in light of learning and teaching needs.
- If you trust your teachers with the children, you should trust them with the Internet. Addendum: Mistrust of teachers drives away good educators.
- If you make it too hard to get permission to unblock something, you might as well not have the option in the first place.
- Unless you like losing lawsuits, remember that students and staff have speech and privacy rights, particularly off-campus. Remember that any dumb decision you make is Internet fodder and has a good chance of going viral online. Do you really want to be the next stupid administrator story on The Huffington Post?
- When you violate the Constitution and punish kids just because you don’t like what they legally said or did and think you can get away with it, you not only run the risk of incurring financial liability for your school system in the tens or hundreds of thousands of dollars but also abuse your position of trust and send messages to students about the corruption of power and disregard for the rule of law.
- Never make a policy you can’t enforce.
- Don’t abdicate your teaching responsibility. Students do not magically gain the ability at the end of the school day or after graduation to navigate complex, challenging, unfiltered digital information spaces. If you don’t teach them how to navigate the unfiltered Internet appropriately and safely while you have them, who’s going to?
- Acceptable use and other policies send messages to students, staff, and parents. Is the predominant message that you want to send really that ‘the technologies that are transforming everything around us should first and foremost be feared?’
- Imagine a scale with two balancing pans. On one side are all of the anxieties, fears, barriers, challenges, and perceived problems that your staff, parents, and community members put forth. If you want effective technology integration and implementation to occur in your school system, it is your job as the leader to tip the scale the other way. Addendum: It is difficult to understand the learning power of digital technologies – and easy to dismiss their pedagogical usefulness – if you are not familiar enough with them to understand their positive affordances.
- In a hyperconnected, technology-suffused, digital, global world, you do your children a disservice – and highlight your irrelevance – by blocking out our present and their future.
- Educating is always, always more powerful than blocking.
BONUS 1. Elsewhere in your state – perhaps even near you – are school districts that have figured this out. They operate under the same laws, regulations, rules, and procedures that you do. If they can be less restrictive, why can’t you?
A huge thanks to everyone who has influenced my thinking and my writing in this area, including folks like Doug Johnson, Sylvia Martinez, danah boyd, Will Richardson, and Tina Barseghian. I’m sure that I’ve forgotten a few talking points that I’ll just add later. Which one is your favorite (or least favorite)? What would you add to or change on this list?
Image credit: Bigstock, Internet security
Kicking off what I hope is an awesome, seemingly-endless month of resources for school leaders and the programs that prepare them, today I thought I’d share 5 technology leadership articles from AASA’s School Administrator magazine. All 5 focus on superintendents and feature either my thinking or my research.
- Blocking the future (May 2008). Superintendents may not have all the answers but they should at least have the right mindset. Are your leaders’ primary orientations toward enabling or blocking?
- Rethinking technology restrictions in school (April 2012). Prohibition (i.e., overly-restrictive technology filtering and blocking) doesn’t work, whether for alcohol or school technology. It’s also inconsistent with how administrators approach non-technology-related school discipline issues.
- Responsibility for asking the right questions (November 2007). Superintendents may not be technology-savvy themselves, but that doesn’t mean they can’t ask better questions.
- The most important tool you probably don’t know (September 2011). RSS readers can be incredibly powerful tools for superintendents’ professional and personal learning.
- Online credentials: A state of wariness (September 2010). More teachers are getting their principal credentials from online Educational Leadership programs. But are they able to get jobs? This article highlights some of my research and was authored by my primary research partner and CASTLE Co-Director, Dr. Jayson Richardson.