As technology educators, what are we doing to teach young people to use technology ethically and responsibly? For all the good outcomes associated with social media and technology, there are some uses and outcomes that are so bad, even horrific, that we must take a minute to pause and think about the ethics and responsibility that go along with the unregulated use of technology. How do we educate our students on ethical and responsible use of technology? Let's begin by using some practical real world examples and experiences.
As technology educators, we would be remiss if we did not take the time to discuss with our students what constitutes "cyber bullying" and its effects. This list is longer than it should be but check out the stories of Ryan Patrick Halligan, Phoebe Prince and Megan Meier. All three of these children committed suicide. If your school district has a policy on bullying and cyber bullying, review it and make it a part of the lessons on a regular basis if you aren't doing so already.
There are entirely too many cases of "sexting" and using social media for displaying inappropriate sexual content or images. Think of Tiger Woods who was once a well respected golfer, husband and father. After sending hundreds of sexually explicit text messages to other women he was berated, chastised and publicly humiliated and finally, lost his family. Then there is former Congressman Anthony Weiner who sent nude pictures of himself over his Twitter account that were made public. This led to his resignation from Congress. These stories are a great way to discuss the effects of sexual impropriety using technology and what can happen if you do. Explain to your students that in many states these behaviors are being criminalized for the sender and the receiver.
Probably one of the most shocking cases of all is the the case of Dharun Ravi. He was technologically savvy and used his expertise and technology to demean and embarrass his college roommate without a second thought. The roommate, Tyler Clementi, ultimately killed himself by jumping from the George Washington Bridge. Ravi has been referred to as the "fruit of technology." Both young men were 18 years old at the time and both digital natives. Ravi was tried and convicted of a hate crime and is currently awaiting sentencing. He could spend up to 30 years in jail. Discuss tolerance, privacy rights and compassion with your students. This could easily have been a case of racial or gender discrimination rather than homophobia.
As shocking and horrific as these events are, they can all be teachable moments for us. Technology educators and parents must take the time to have their students reflect on the ethical and moral consequences of using technology. It is up to us to train our children to be responsible users of technology.
Thursday, April 5, 2012
Wednesday, March 14, 2012
Wealthy Private Schools Opt for No Technology
If you've heard of the Waldorf Schools you know that many do not use technology in the classrooms; there are about 160 Waldorf Schools in this country. Their educational philosophy is that technology inhibits creative thinking, human interaction and attention spans. They focus on teaching and learning with physical activity through hands-on creative tasks. These are private schools with relatively high annual tuitions. One school in particular, The Waldorf School of the Pennisula, is located in Silicon Valley, California. The students attending this school have parents who work at the likes of Google, Apple, Yahoo and Hewlett Packard. The schools prohibit computers in classrooms and even discourage the use of computers at home. Obviously, access to computers and the internet is not an issue at Waldorf of the Pennisula. Even without computers these students would enjoy the benefits of all that technology and the internet have to offer. In other words, they are still enrolled in the hidden curriculum.
What would be the net effect of public schools without computers and technology? The effect will be low performing schools with large numbers of students who are ill-prepared for college or the workforce. Technology can be the great equalizer in education and any attempt to eliminate or reduce access or availability should absolutely discouraged. For urban and rural students, technology can be a lifeline.
Students who attend schools like the Waldorf Schools typically come from privileged high income families who can afford to make school choices. These are also students who've had more than adequate pre-school education, well educated nannies, computers at home and exposure to many social activities. They do not face the kinds of social issues that many urban and rural students do.
By enrolling students in private schools, parents make an explicit admission that public schools are somehow inadequate but, arguably, part of the inadequacy is in fact a lack of technology and access. The irony of this is not lost. If you believe the Waldorf philosophy then you might also believe, among other things, that STEM education is wrong and Bill Gates has wasted money investing in school technology.
To read more, follow these links:
http://www.nytimes.com/2011/10/23/technology/at-waldorf-school-in-silicon-valley-technology-can-wait.html?ref=gradingthedigitalschool
http://chicagowaldorfthunder.org/2011/12/01/technology-hinderance-or-help-to-creative-learning/
What would be the net effect of public schools without computers and technology? The effect will be low performing schools with large numbers of students who are ill-prepared for college or the workforce. Technology can be the great equalizer in education and any attempt to eliminate or reduce access or availability should absolutely discouraged. For urban and rural students, technology can be a lifeline.
Students who attend schools like the Waldorf Schools typically come from privileged high income families who can afford to make school choices. These are also students who've had more than adequate pre-school education, well educated nannies, computers at home and exposure to many social activities. They do not face the kinds of social issues that many urban and rural students do.
By enrolling students in private schools, parents make an explicit admission that public schools are somehow inadequate but, arguably, part of the inadequacy is in fact a lack of technology and access. The irony of this is not lost. If you believe the Waldorf philosophy then you might also believe, among other things, that STEM education is wrong and Bill Gates has wasted money investing in school technology.
To read more, follow these links:
http://www.nytimes.com/2011/10/23/technology/at-waldorf-school-in-silicon-valley-technology-can-wait.html?ref=gradingthedigitalschool
http://chicagowaldorfthunder.org/2011/12/01/technology-hinderance-or-help-to-creative-learning/
Sunday, February 26, 2012
Internet Access for Families Receiving Free and Reduced Price Lunches
What does it mean to be a good corporate citizen? Does it mean corporations bear some responsibility for genuine community development, creating employment and business opportunities and partnering in education at all levels? I think the answer is yes to each of these. This is basic "trickle down economics." When corporations reinvest in communities they create goodwill with their customers which in turn creates more business for the coorporation; when they invest in education, they make better schools and ultimately, more and better qualified employees. I won't judge the motivations so long as the results are genuinely positive for the communities impacted.
A good example of corporate citizenship is Comcast Cable Service. It offers Internet service for 9.95 per month to families of children who receive free or reduced price lunch in its service area. It also provides a computer at a seriously reduced priced and a few other services, including training. This is an attempt to create access to the internet for all school children. This is what I call investing in education at a most basic level.
The Bill and Melina Gates Foundation does a great job of getting computers and technology into schools but this Comcast plan strikes at the heart of my dream of a computer in every home in America. With access at home and a computer, we can begin to educate whole families. I am sure there are others doing similar work but we always speak of lack of access as one of the factors in solving the traditional digital divide. This is a a huge step in the right direction.
To read more about the Comcast program, use this link:
http://www.internetessentials.com/
A good example of corporate citizenship is Comcast Cable Service. It offers Internet service for 9.95 per month to families of children who receive free or reduced price lunch in its service area. It also provides a computer at a seriously reduced priced and a few other services, including training. This is an attempt to create access to the internet for all school children. This is what I call investing in education at a most basic level.
The Bill and Melina Gates Foundation does a great job of getting computers and technology into schools but this Comcast plan strikes at the heart of my dream of a computer in every home in America. With access at home and a computer, we can begin to educate whole families. I am sure there are others doing similar work but we always speak of lack of access as one of the factors in solving the traditional digital divide. This is a a huge step in the right direction.
To read more about the Comcast program, use this link:
http://www.internetessentials.com/
Thursday, February 9, 2012
Technology Can Dismantle the Hidden Curriculum
Urban and minority students arrive at colleges all across the country excited and eager about the experience yet many suffer social and academic discouragement early on. Despite their exemplary academic records and extracurricular activities, why do so many fail academically and can't assimilate socially? So what is it that the minority students are missing and the other students have? It's the "hidden curriculum."
The hidden curriculum is the formal and informal academic experiences and cultural exposure that middle and upper income students receive at privileged public and private schools and in their homes and communities. This curriculum involves trips abroad and around the country, visits to major libraries and museums, participation in cotillions and study groups, reading newspapers, regular technology access and so forth. Exposure to this curriculum is what makes transitioning from high school to college and college to the work place easier for some students. Dr. Danielle Moss-Lee of the Harlem Educational Activities Fund describes it as the "high definition color education vs. the basic black and white education."
Most minority and urban students only receive the basic black and white education. Lack of funding for public schools, poverty and lack of family education are among the many reasons this is true. Notwithstanding this, as parents and educators, we must first, recognize that there is a hidden curriculum and second, actively seek out experiences and activities that level the playing field and mitigate the effect of the hidden curriculum.
Technology can be the primary tool for dismantling the hidden curriculum. Technology opens up the world to all students. Educators can take students to the Louvre in Paris, a school in China or to the Smithsonian Museums. Students can read the Washington Post and Wall Street Journal or read excerpts from the Economist. There are blogs on every subject and every state has a website to promote history and tourism. PBS, NASA and the CDC have websites with a plethora of relevant information that will enhance any curriculum and the list of online options is almost endless. With the inclusion of IPads in classrooms, Smart Boards, Social Media and other Web 2.0 tools, the exposure and experiences our children receive is only limited by parents' and teachers' imagination.
As educators and parents we cannot afford not to use technology as an integral part of public education. It provides formal and informal learning opportunities that our children might not otherwise receive.
The hidden curriculum is the formal and informal academic experiences and cultural exposure that middle and upper income students receive at privileged public and private schools and in their homes and communities. This curriculum involves trips abroad and around the country, visits to major libraries and museums, participation in cotillions and study groups, reading newspapers, regular technology access and so forth. Exposure to this curriculum is what makes transitioning from high school to college and college to the work place easier for some students. Dr. Danielle Moss-Lee of the Harlem Educational Activities Fund describes it as the "high definition color education vs. the basic black and white education."
Most minority and urban students only receive the basic black and white education. Lack of funding for public schools, poverty and lack of family education are among the many reasons this is true. Notwithstanding this, as parents and educators, we must first, recognize that there is a hidden curriculum and second, actively seek out experiences and activities that level the playing field and mitigate the effect of the hidden curriculum.
Technology can be the primary tool for dismantling the hidden curriculum. Technology opens up the world to all students. Educators can take students to the Louvre in Paris, a school in China or to the Smithsonian Museums. Students can read the Washington Post and Wall Street Journal or read excerpts from the Economist. There are blogs on every subject and every state has a website to promote history and tourism. PBS, NASA and the CDC have websites with a plethora of relevant information that will enhance any curriculum and the list of online options is almost endless. With the inclusion of IPads in classrooms, Smart Boards, Social Media and other Web 2.0 tools, the exposure and experiences our children receive is only limited by parents' and teachers' imagination.
As educators and parents we cannot afford not to use technology as an integral part of public education. It provides formal and informal learning opportunities that our children might not otherwise receive.
Thursday, February 2, 2012
The Digital Divide: It's Not All About Race and Money
When most of us hear the phrase "digital divide" we generally associate the phrase with the access and technology gap among students based on race and economics. However, I've recently realized that there are two situations unrelated to race or economics that can create a digital divide within school buildings within a district.
First, there are two schools in my own urban school district that have outfitted two Title I elementary schools with IPads. One school has chosen to fully integrate technology and use it as an individual incentive for students to self regulate their own behavior. As a result, student achievement at the school has gone up and surprisingly, discipline issues have been reduced by almost fifty percent. The second school chose to eliminate technology use entirely for all students for an extended period of time because a few students violated the district's AUP. Fortunately, technology use was restored after intervention by the area superintendent and parent complaints. In this instance, the digital divide was created by poor decision-making and administrators who failed to recognize the net effect of removing technology from the entire school. Many of those students only had regular technology use at school.
Second, I was a parent volunteer at a magnet elementary school and every week I witnessed some students regularly using computers to perform computer based learning and research. On the second floor in the same school I noticed other students never used computers other than the two weeks every quarter of a one hour technology class. The students who used it all the time had teachers who were teck savvy and accepted the benefits technology offered to improve and supplement education. The teachers for the non users did not make time or alter lesson plans to include technology. They were typically not regular tech users or were afraid their students knew more than them. Here, the digital divide was likely created by teachers based upon their own self efficacy. The students with regular use are more likely to be better disciplined, be better students and more prepared for a 21st century education.
There are some matters within our control as individuals and as educators. Each of us can have a lasting impact, positive or negative, on how students feel about technology. Our goals should be to create as much positive exposure as possible and take school, education and learning beyond the hallways and walls of the school building.
First, there are two schools in my own urban school district that have outfitted two Title I elementary schools with IPads. One school has chosen to fully integrate technology and use it as an individual incentive for students to self regulate their own behavior. As a result, student achievement at the school has gone up and surprisingly, discipline issues have been reduced by almost fifty percent. The second school chose to eliminate technology use entirely for all students for an extended period of time because a few students violated the district's AUP. Fortunately, technology use was restored after intervention by the area superintendent and parent complaints. In this instance, the digital divide was created by poor decision-making and administrators who failed to recognize the net effect of removing technology from the entire school. Many of those students only had regular technology use at school.
Second, I was a parent volunteer at a magnet elementary school and every week I witnessed some students regularly using computers to perform computer based learning and research. On the second floor in the same school I noticed other students never used computers other than the two weeks every quarter of a one hour technology class. The students who used it all the time had teachers who were teck savvy and accepted the benefits technology offered to improve and supplement education. The teachers for the non users did not make time or alter lesson plans to include technology. They were typically not regular tech users or were afraid their students knew more than them. Here, the digital divide was likely created by teachers based upon their own self efficacy. The students with regular use are more likely to be better disciplined, be better students and more prepared for a 21st century education.
There are some matters within our control as individuals and as educators. Each of us can have a lasting impact, positive or negative, on how students feel about technology. Our goals should be to create as much positive exposure as possible and take school, education and learning beyond the hallways and walls of the school building.
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