Helping Students Define the New Borders

Defining the new borders: Part III Students and technology AUPs

My goal in creating this last portion of my three-part AUP of the futureis to avoid the extremes. We all hear about the pendulum of education but here is an attempt to harness the progress that the swinging pendulum makes. After all, the clock doesn’t move without that swinging. The extremes I’m referring to here are equally impractical for different reasons. The extreme that most schools, including my own, tend to lean toward is blocking and banning the outside world. Content filtering, long AUPs that make it clear that the goal is to keep everything “in-house” and insular. Risk-takers need not apply and, if you are here, get ready to pack your bags. The other extreme is what I would call the “let ‘em learn it on their own” side. This camp basically “gives up” on any meaningful filtering and says, “the kids are going to do it anyway”. This is not only defeatist but dangerous. Students do need a filter—their brain and moral compass. And they aren’t going to develop and employ it on their own. So here is my attempt at crafting a technology vision or AUP for students that takes what’s important to both camps and allows for time to march on.

***Student Technology Agreement***
This school district believes that technology is a tool for learning and as a tool for learning schools need to teach proper use of this tool. As with most tools, chainsaws, drills, and lawn mowers for example, safety and proper instruction are important.
Access to technology in this district is like access to a textbook or a pencil or a notebook. They are an important part of classes, but theymust be treated with care.
When you use technology in this district, you agree to follow the rules and procedures listed below:
1. Treat equipment like you would your pet, family member, or video game console. As with any other piece of school equipment, you are responsible to pay for damages to it if they are intentional or careless.
2. You need to show responsibility with your computer, online andoffline. That includes but is not limited to:
a. Understanding the rules of the road and asking teachers when you don’t understand those rules.
b.Don’t share personal information for yourself or others online unless under the direct supervision of a teacher including pictures, addresses, full names, phone numbers.
c. Don’t do things online that you wouldn’t do in person, likename-calling, threatening or harassment.
d. DO NOT try to access websites or programs that are illegal, pornographic, or are not appropriate for school. If you think it might be, ask a teacher. Just because the filter didn’t ban you from it, doesn’t always mean that it is “OK” to go to.
e. Reporting any problems or inappropriate behavior to staff members immediately.
f. DO NOT under ANY circumstances attempt to bypass the school’s security or content filters. If you need to access something with educational value, see a staff member.


To helpsstudents make better choices with technology, you must complete a school-based on-line responsibility course before you will be given a school issued laptop.

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Reflections on ACTEM's MainED '07

I went to ACTEM's annual computer technology conference for educators yesterday and I'm always amazed at how many "experts" there are among educators. It seems that every year there are more and more presentations put on by teachers and in some cases their students as well. It seems like there were fewer "sales pitch" kinds of sessions so kudos to the organizers.

I didn't come away from the MainEducation conference with any specific set of skills that I didn't know how to do before, but I did come out, as always, refocused and feeling supported. In the rural school in which I teach I may be one of a handful of teachers who has even heard the term "Web 2.0" for example, and I often feel the need to connect with others who are starting to truly understand why education needs to change and who are legitimately interested in the question of how it needs to change.

I do, however get frustrated when I think of the obstacles in place, for me and my district, that make this kind of change harder. I don't share these obstacles to put a damper on the conversation or to shirk my responsibility, I do so to hopefully enlist help from anyone would care to give it. I am going to do my best, within my own district to try to positively cultivate the changes I think need to happen in order to better serve our students.

So here's a list of obstacles... (bear with me through the negative parts).

1. Our filter, and more importantly the philosophy behind the way it is being used. Students and staff are routinely blocked from valuable sites and tools that would greatly benefit learning. I have been blocked from wikis, podcasts, blogs, video and image sites and many more in the past. This is not to say that we need every site unblocked (that would be impractical and inappropriate). But it is, nonetheless, an obstacle for teachers to overcome.
2. The idea that all student and staff creation, publication and information remain on our own server and in our control. A few years ago, I was blocked from my own website, which, at the time was only an easy way to update class links and information because, as I was told by my then principal, "The school has a website and server and work for education has to be housed there, not on your personal space." When I asked if I could only bring in newspaper articles, videos and books that were approved specifically by the district I was told that I was just trying to be negative.
3. Restriction of technologies to limit activities not related to work. More and more often I here the argument that staff in particular would simply squander their time on their laptops on E-bay, ESPN, and other sites for personal use. I don't think anyone would agree that school is an appropriate place to run your side business or update your MySpace page, but is tightening the screws on everyone the answer? If a teacher was playing solitaire outside of the technology realm and failing to meet the needs of their students, wouldn't that be just as concerning? Why don't administrators deal with these people individually and not use technology restrictions as a means to increase productivity.
4. Isolation or lack of support of teachers who want to take risks, be creative and try new things. Most teachers will tell you that trying something new in your classroom is a risk you take alone. Teachers have to learn to band together, to build communities to support each other, and to build an effective educational argument for the lifting of these restrictions. Administrators need to embrace these staff members and work closely with them to support their work and help them think of the possible pros and cons of what they are doing. Teachers need to "sell" their underlying instructional beliefs of a project to the school, not just complain that a particular piece of technology has been restricted.

I found this particular piece of advice offered by David Warlick in his response to the K12-Online Conference chat about his keynote presentation:

"at the same time that we need to be taking down traditional boundaries and creating more boundaries for new traction, setting walls for the safety of our children remains paramount. ..and this is a much bigger problem than that. It's not just a technical problem that can be solved technically. But that said, the problem that I see is in erecting those walls so far from the classroom. I think that we should respect the classroom teacher as the instructional leader of their domain, and give teachers the ability to open those walls up in times that are appropriate. If a teacher selects a resource, that they have evaluated, and then find that the web page is blocked, they should be able to open it up for their class appropriately, not appeal through channels to someone who has no vocational interest in instruction.

Dave's point here is well made. We can't just flick a switch and fix it. It's far too complex for that. I hope in following posts to be able to start proactively surmounting these obstacles in this forum and maybe even chronicling my efforts in real life.

I hope to get some much needed advice and support, so PLEASE comment and offer suggestions.

Photo Credit: www.actem.org

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Dave Warlick's K12Online Preconference Keynote

I have just finished viewing Dave Warlick's pre-conference keynote (you can too by clicking the video link here).

Here are some thoughts.

When hear Dave and many other people discuss the future of education, with or without a technology focus, I'm reminded of myself as a student in high school physics trying to grasp the concept of acceleration. Acceleration is a measurement that doesn't describe speed, as some students, including myself thought. It wasn't about how fast you are going in miles per hour or meters per second. It's actually a measure of the RATE OF CHANGE. I think that is what Dave Warlick is describing when he mentions being part of the last generation of young adults who, when looking at their parents, could see that as their future as well. I think that is what he is illustrating when he reviews the all important meter stick of 20th century information model-- the encyclopedia.


I think the central question in education for today and the future then becomes not "What can you learn?" but "How quickly do you learn something else?" In order to answer that question, I think students and teachers really need to know themselves as learners, inside and out. They need to know how to compare new knowledge and experiences with one's they've had before and see where the fundamental similarities and differences are. They also need to know how to sift through the scenery on this information superhighway to look for the sign posts that really matter to their journey.

When traveling on any journey your acceleration is totally useless without VELOCITY. Velocity does involve speed, but more importantly DIRECTION. If students and teachers are to be sucessful in the future, we need to be know what direction we are traveling in, be able to adjust if there's a detour, and not be scared to end up in the breakdown lane or get lost once in a while.

Dave outlines three convergences on education's future.

1. Info Savvy Students
2. New Informational Landscape
3. Unpredictable Future

If teachers are going to cope with these factors, they MUST be encouraged to take risks, explore, reflect, and LEARN. As a high school teacher, I know that most of my fellow colleagues are more content to avoid risks, better know the current patch of grass they've been standing on, and often times blame the students for not "getting it right the first time". Sadly, when looking around to see what our schools have to offer teachers who are willing to take these risks, the list is pretty short. Our district does offer support for professional development (conferences, coursework, and the occasional one day in school department meeting for curriculum development). However, for most teachers who want to try something new in their classroom, "You are on your own." Sadly the only time most teachers get recognized for trying something new and innovative in their classrooms is when they are spoken to about covering the curriculum or disturbing the technology department with requests to unblock sites.

What can schools and communities do to encourage students and teacher to accelerate their own learning, reflect on where they've been and plot a new course?

I have some ideas, but I'd like you hear yours as well.

Flickr Photo Credit

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