Katrina Schwartz said
Many students at [Los Angeles Unified School District’s Roosevelt High School] felt the news media had mischaracterized their school and its students as criminals for figuring out how to get around the iPad’s security features, often to access educational information.
“We were really caught up in how they kept calling Roosevelt ‘hackers,’” said Daniela Carrasco, a former student.
[Mariela] Bravo doesn’t understand why the district would give students iPads with so many limitations. Her peers were looking up homework help on YouTube – and yes, checking Facebook, too – but that’s part of life.
“They have to trust us more,” Bravo said. “We could surprise them and they could see that we are good kids.”
Students were frustrated that the district couldn’t see that negotiating distractions on the Internet is part of life now. “We should have been trusted with those websites,” Carrasco said. “Instead of blocking them, there should have been emphasis on how to use those websites for good.”
More nuanced responses from the students than the district…
Image credit: criminals crew_07, Phiesta’s way
Some random technology-related incidents that I have seen and heard about during the first few weeks of school here in Iowa…
1. Big Brother
Nothing says ‘students, get excited about our new 1:1 initiative!’ like frequent, numerous, vehement reminders from administrators during the rollout that WE ARE WATCHING YOU and that WE CAN SEE EVERYTHING ON YOUR SCREENS AT ALL TIMES.
2. More sign-offs than buying a house
Nothing says ‘students, get excited about your new laptop!’ like both students and parents having to initial each and every one of the items below AND having to sign their name twice for the overall list.
- I understand that I am responsible for my use of the district technologies and the use of the tools is for academic and educational purposes.
- I will practice digital citizenship by using information and technology responsibly, legally, and ethically.
- I understand the use of the Internet and technology is a privilege and not a right; there are consequences for not adhering to the Acceptable Use Policy.
- I will honor property rights and copyrights with information and technology.
- I will keep my intellectual property safe by saving in specified locations, using and safeguarding passwords, and using my own account at all times.
- I will practice personal safety by safeguarding identities while online or offline.
- I will not participate in any form of cyber-bullying or harassment.
- I will use technology in a respectful manner, sharing equipment and resources.
- I will only use district-approved technology, tools, resources, and applications while on [the district’s] campuses.
- I understand that users must use the district wireless access points; no personal or other access points should be used while on [district] campuses.
- I understand that personally-owned devices are not allowed on district networks nor used for online access.
- I will not attempt to use any software, utilities, applications, or other means to access Internet sites or content blocked by filters.
- I will not capture video, audio, or pictures without the consent of all persons being recorded, their knowledge of the media’s intended use, as well as the approval of a staff member.
- I will report any problems with the equipment, resources, or network to a teacher or administrator in a timely manner.
- I understand that the district’s technology resources are the property of the district. I have no expectation of privacy with respect to any materials therein, and all use of district technology resources may be monitored without notice.
- I understand that I may be responsible for any damage or loss I cause to district technology resources.
- I have read the acceptable use policy, which [sic] are incorporated by reference herein, and agree to the stated conditions in this form as well as in the entire policy and regulations. I also agree to abide by any school technology handbook which may be applicable.
- I understand that I am responsible for taking care of my laptop and accessories, including proper cleaning, avoiding hot and cold temperatures, and storing the laptop in the district-provided case.
- I will not leave my laptop unattended unless it is locked in a secure place. I (or parents) may be fully responsible for the cost of replacement should my laptop become lost or stolen.
- I understand that I (or parents) may be fully responsible for the cost of repair or replacement due to damages that occur to the laptop issued to me or damages I am responsible for on another person’s laptop.
- I will bring the laptop to school every day and to the best of my abilities have it fully charged.
- I will use the laptop for educational purposes and in accordance with the handbook and other applicable [district] policies, including, but not limited to, policy [ZZZ]. I will use academically-appropriate sounds, music, video, photos, games, and applications.
- I will not attempt to use any software, utilities, applications, or other means to access Internet sites or content blocked by filters. [duplicate!]
- I will only use the laptop’s recording capabilities for academic purposes, with consent of the participants, their knowledge of the media’s intended use, and staff approval.
- I will report any problems with my laptop to a member of the technology staff in a timely manner. The only technology support for the [district] laptops are [sic] through the [district] technology department, not a store or technology service.
- I understand that the district owns the laptop and has the right to collect and inspect the laptop at any time. I have no expectation of privacy in the laptop on [sic] any materials and/or content contained therein.
- While off campus, I will abide by [district’s] policies and agreement with respect to the use of the laptop, including but not limited to the 21st century learning handbook and board policy [ZZZ].
- I will only use public or personally-owned access points and not privately-owned points without the owner’s permission.
- I will turn in the laptop and accessories on or before the designated day and location, or prior to my leaving the [district].
- We have read the [district] 21st century learning handbook and policy [ZZZ] (acceptable use), which are incorporated by reference herein, and agree to the stated conditions. Questions or accommodations regarding the device would be directed to your building principals.
3. RTF or WTF?
Nothing says ‘students, get excited about your faculty’s technology knowledge!’ like your community college professor sending you a bunch of .RTF files to start the course.
4. Nope, and nope
Parent: “The kids all have laptops. Can we use this free online graphing calculator program instead of having to shell out $100+ for a separate graphing calculator?” School: Nope.
Student: “We all have laptops. I know you cited some random study that I will retain more if I handwrite my notes but I’m an A+ student even when I type my notes. Plus there are many things that I can do with digital notes that I can’t when they’re handwritten. Can I use my laptop for notetaking?” Teacher: Nope.
I think we can do better than this. How about you? What would you add from your own first few weeks of school?
Image credit: Warning – this computer is monitored!, David King
I asked 3 questions of the educators in charge of their district’s upcoming 1:1 student computing initiative. They worked in small groups and used editable Google spreadsheets to record their responses…
- If our 1:1 initiative is wildly successful, what will we see? We tried to create vivid, concrete images that were emotionally resonant, thus helping with meaning-making. We took our answers and lumped them into ad hoc categories on a separate Google document (e.g., student independence and self-direction, student interaction and collaboration, learning cultures and processes, digital citizenship and information literacy, management and support). We now had a basic picture of desired awesomeness.
- What will we need to do to ensure our envisioned successes? We focused on the success enablers that will lead to the positive outcomes and desired results that we identified in Step 1. [Not shown in results: We also put those into an effort-impact matrix to see which ones were easy wins or were more difficult but worth the hard effort (and which ones weren’t).]
- Why will our 1:1 initiative fail? Instead of doing a postmortem afterward, we did a premortem up front to identify reasons that the initiative will fail. We wanted to identify the success blockers that will get in the way of what we envisioned in Step 1.
We then took the responses in Steps 2 and 3 and organized them by Bolman and Deal’s leadership frames. This helped us identify main themes, see patterns, and think about necessary action steps across the spectrum. See our final results.
See the documents that we used to facilitate our work
Tips: Two to three sentences for each response – not single words or short phrases – to facilitate depth of understanding and conversation. After each step, have them look at the other groups’ responses and discuss, first in their small group and then as a large group. Have a separate notes document ready to capture thoughts that emerge from those large group discussions. Working through the three spreadsheets takes 2 to 3 hours; this doesn’t include writing up the final results.
Thoughts, reactions, questions, or comments?
I had a conversation with a parent a few weeks back during which she said something like this:
My husband and I are worried about how prevalent screens are in our children’s lives. We are striving to maintain some balance between screen time and other time for our kids. However, our high school’s 1:1 laptop initiative has made it much harder for us to do this with our son since he is now expected to bring the computer home and use it during the evenings and weekends.
Even the most ardent technology advocates usually recognize that others may have different beliefs and norms when it comes to children and computers. I found myself empathizing with this mother as she found herself in direct competition with an initiative from the school system that was intended to empower her child but instead was undermining her parenting.
Parents often have opt-out rights for some sensitive course or school library materials (e.g., movies, videos, books or other readings, sex education classes) but they don’t typically have opt-out rights for instructional methods or curricula. Should parents have the right to refuse or limit a 1:1 initiative – or other educational technology usage – for their children? If so, in practical terms how would that work (e.g., would schools be required to provide analog assignments and/or homework)? What do you think?
Image credit: karen’s denial, zen sutherland
Justin Reich says:
Educators come up to me all the time with concerns that students can’t word process on an iPad — I have pretty much zero concern about this. Kids can write papers using Swype on a smartphone with a cracked glass. Just because old people can’t type on digitized keyboards doesn’t mean kids can’t
I’m not concerned that kids can’t learn to write English on an iPad, I’m concerned they can’t learn to write Python.