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Larry: Point well taken. But I think it is also a little disingenuous to portray the Internet as an all-or-nothing monolyth, a uniformly useful and worthwhile resource which has functionally replaced the very selective world of textbooks and teacher content knowledge. It's a little like calling all magazines research journals. (I'm looking at copies of Educational Researcher next to Us Magazine...whoa!) Like "magazines," the Internet is a delivery mechanism...it's not, in itself, content. As I have stated previously, I really think an open Internet is the best option in education for adults, and possibly high school students. But, again, most filtering systems do not actually impact instructional practice that seriously. In any case, as a parent, I would not allow my 2nd grade son unfettered Internet access at home, and I would expect his teacher to do the same at school. If one agrees with that idea, then the question isn't whether, it's when and how -- any monolythic decision about universal Internet access in K-12 education is already over, and we're just working out the details as kids age. That's how we do everything in education -- we create sandboxes for kids until they're ready for the real deal. As a supporter of the use of effective practices in technology integration, I can assure you I have much bigger battles to fight than whether Us Magazine is available to everybody in schools... ;-) Jeff Jeffrey L. Jones, District Technology Resource Teacher Coordinator, Virtual Classrooms and Communications, Fayette County Schools Fayette's iSchool - http://ischool.fcps.net/ Teacher's iSchool Development Community The Point, a Fayette County Blogspot - https://edtech.fcps.net/blog/ 701 East Main Street Lexington, KY 40502 (859)381-4124 firstname.lastname@example.org On Fri, 2 Apr 2010, Larry Sanger wrote: > There is a huge disanalogy quite aside from the fact that schools are not > businesses. Most businesses do not *need* to give their employees full > access to the Internet in order for them to do their jobs well. Since so > much, and an increasing amount, of educational material is now online, it is > becoming increasingly pressing that teachers be able to get access to online > content. Unlike, for example, the employees of insurance companies. > > One crucial component (not the only one) of teaching is the imparting of > content. Educational content used to reside mainly in textbooks, workbooks, > and in the mouths of teachers. The Internet is now probably the single > largest source of educational content. Cutting teachers off from large > parts of it is very different from cutting off employees of auto > manufacturers or banks. > > The real question is: how many businesses whose mission is inextricably tied > up with the Internet, to the extent that education is tied up with the > Internet today, filter the Internet for their employees the way schools do? > I don't know, but I'm guessing the answer is zero. > > --Larry > --- 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