View the EDTECH Discussion Logs by month
View the Prior Message in EDTECH's April 2010 logs by: [date] [author] [thread]
View the Next Message in EDTECH's April 2010 logs by: [date] [author] [thread]
Visit the EDTECH home page.
> From: Joe Frost <Joe.Frost@phoenixchristian.org> > > Teachers need lesson "PLANS" which include the Internet and testing the > sites proactively to ensure they come up in the classroom is necessary > because anything can happen. We expect students to do their homework, so > we need to do ours. As the adage goes, lack of planning on one's part does > not constitute an emergency for another. I am not a teacher any more, but I was. And on behalf of all teachers, this statement really angers me - greatly! Teachers do not have an excessive amount of time provided to them for lesson planning while at school. So many of them spend extra time at home and on the weekends developing lesson plans. This is above and beyond the time they are paid for. Then they come to school where they have no extra time whatsoever. And the lesson they planned that they worked so hard on - that worked fine at home - does not work because of the blasted filter. So it is NOT lack of planning that leads to the problem - it is the teachers who are engaged in excess planning - are working overtime - to develop innovative lesson plans who are most inconvenienced by the tech director's desire for power and control. I do recognize the concerns that some teachers may misuse the authority to override. But these are concerns that can be addressed through effective planning, clear standards, a process that ensures accountability, and appropriate consequences for those teachers who fail to abide by the standards. The 95% of the teachers and librarians who can be counted on to handle this authority responsibly should not be inconvenienced by the minority who might not. I do recognize the concerns that some teachers may not have the technical skills to ensure system security. So train them - insist that they gain such skills or they are not given the authority. Start by giving the authority to ed leadership (I know often do not have the skills - so give the authority to their secretaries), librarians, computer lab coordinators, and the teachers who are very active users of the Internet. Then expand from there. I do recognize concerns of web site credibility. But refusing to provide override authority because of this is a bogus argument. The sites that can be accessed when a filter is in place present just as many concerns of lack of credibility. So this is an area that all teachers need professional development in. And by allowing the librarians to have override authority because they do know how to assess credibility far better than most tech directors (unless they are also librarians). Further and more importantly, this puts them into a position to mentor and assist the other teachers. It is only a matter of time before this kind of override authority is considered absolutely appropriate and necessary. The shift is clearly in this direction. So for those technology directors on this list who insist that they will maintain the "control" because that is their job and too bad what the teachers and librarians want - you will simply hold your districts back. This discussion has been most enlightening - because none of the arguments for why override authority cannot be provided are valid. All of the concerns can be addressed through effective standards, processes, training, careful implementation, and systems to ensure accountability. Nancy -- Nancy Willard, M.S., J.D. Center for Safe and Responsible Internet Use http://csriu.org firstname.lastname@example.org --- Edtech Archives, posting guidelines and other information are at: http://www.h-net.msu.edu/~edweb Please include your name, email address, and school or professional affiliation in each posting. To unsubscribe send the following command to: LISTSERV@H-NET.MSU.EDU SIGNOFF EDTECH