Introductions - Sarah

Each Section - Poll Everywhere
Video
commentary
Information




Climates:
Physical: server guy, filter guy, infrastructure, classroom

  • What options do people have with filtering - how do you get access and who controls it? Do you know who controls it? How do you interact with him/her?
  • How do we manage filtering - in environments where computers aren't the only devices involved?
  • Is under-filtering ever a problem?
  • Is it an option at your school/district to filter less? Do you have a tiered system? Ability to override?
  • Is there basically a bureaucracy at your school or district around filtering and CIPA compliance?...

Policy: CIPA, school policy
  • What does CIPA actually require?
  • Are schools over-complying? If so, how?
  • How does school policy interact with CIPA? How should it?
  • Are filtering decisions the same as book policy (material selection policy) decisions? Should they be the same?
  • What role do students play in filtering decisions?
  • How do you know what's filtered at your district or school (is there transparency)?
  • What local and state laws and policies are in play? Do you know what they are and who's responsible for compliance? Does it matter if you know?
  • Who writes the policy and who should've written it, if different?

Human: kids, teachers, "the farmers and the ranchers can be friends"
  • Who gets to decide?
  • Do we have discussions, and if not, why not?
  • How does policy affect students? teachers? librarians?
  • Is fear a factor in your district? What are people afraid of? What role does it play?
  • Media hype, politics, and marketing

Philosophical: Intellectual freedom
  • Are filtering decisions the same as book policy decisions? Should they be the same? (repeated from Policy segment)
  • Filtering is not about technology. It's at the very least about content - like book policy. But at this point in history, media is not just content; it also behavior and sociality (multidirectional, not just consumable). The current reality is waybeyond the notion that the Internet is technology! But is your school community moving beyond that notion?
  • The best filter is the one between students' (everybody's) ears - why? (portable, works with any device, ubiquitous, hopefully improves with age)
  • Equity: Is everybody equally affected? Is there equitable access across grade levels?

WHAT WORKS? [to be divvied into each climate segment...
  • Solid communication among all stakeholders (a conversation just like this led to the more open policy in Bud's district).
  • Up the humanity level, lower the level of bureaucracy
  • Avoid over-compliance
  • Focus on learning, students' needs.
  • Communication and getting informed ease fears and thus over-compliance.
  • Understand what the research shows and bring all community members into the discussion about it - media is behavioral/social now; online risk spectrum matches offline risk spectrum; children's psychosocial makeup and environment are better predictors of risk than any technology they use; civil, responsible behavior lowers risk

Getting over Facebook?
We don't have a filter issue, we have a behavior issue

Research/rationale blocking


recognize the limitation of any source - bud the teacher




Ignorance?



Extension of the classroom to the network
Who is the person responsible for your filter and how do you get in touch with him/her?
What does your filter say about you as an organization?
Getting over Facebook?
We don't have a filter issue, we have a behavior issue
(the social, or behavioral, Web - how well does Web-site-blocking software work in a multi-directional, behavioral medium? need to focus more on developing the "filtering software" in students' heads)
How do teachers learn new classroom management for emerging classrooms? (Lab environments/physical spaces)

o Including setting the stage for our focus PSheehy

  • How is blocking handled in different schools?
  • How are we successfully unblocking?
  • How are we educating students in New Media Literacies to increase their safety?
  • How are we educating parents, educators, administrators and students so that they won't function and respond out of fear?
  • Where does fear based mentality come from? media - what effect do they have on the current state of education? (ignorant news media and politics; law enforcement began the US's public discussion about youth online safety and filled a vacuum in school communities nationwide while safety advocacy organizations either followed l.e.'s lead or tried to buck the trend; the problem: law enforcement's expertise is the law and criminal behavior, one very small piece of the social Web's behavioral spectrum)
  • How do we cultivate the same group of parents to advocate for their child's 21st century education
  • Importance of creating a positive view of social networking with parents (we've always had social networks; now they're just expressed online too – the research shows most young people's online social networking is grounded in "real life." a.c.)
  • How does all of this fit in with preparing students to be successful in the future, includes intellectual freedom issue (safety FOR students' full, healthy engagement in 21st-c participatory culture and democracy, not just safety FROM bad stuff)
  • what about being prepared for the work place - what will be acceptable there
  • Options that recognize levels of access for different users (the second grader vs. the 12th grader vs. the teacher)
  • Filters as an equity issue
  • Teachers who filter by opting not to adopt (online safety need to be about professional dev't and training in social media and technology for adults as much as it's about teaching responsible use of social technology to youth)
  • Move Internet decisions from law enforcement to education issue (and public health and risk prevention, but these are for at-risk youth - need tiered approach to youth safety online and off. a.c.)
  • Teaching students New Media Literacies in order to be savvy and safe online
  • Audience questions