Cross-posted at
Classroom 2.0It has been almost a month since I posted a call at ThinkTime for educators and educational technologists to share examples of
progressive policies that embrace web-based tools for content sharing, creation, and collaboration.
Realizing
ThinkTime is not as high-traffic as some other "super-hubs" in the edublogosphere, I also posted my question at
Classroom 2.0.
And I've been tracking comments on other blogs, such as
Think42.com where Steve Dembo issued a similar call, also in September.
To date, the response has been zero, zilch, nada. Why is that?
I'm so confused. There are threads all over the blogosphere about Internet filters, censorship, and
CIPA. (See recent dust-ups at blogs by
Wesley Fryer,
Doug Johnson, and
Kurt Paccio.) But where are the parallel discussions about the need for proactive, systemic policies that embrace, or at least acknowledge, the changing information landscape?
To extend David Warlick's flight metaphor from the
K-12 Online Preconference Keynote, is our focus on filters essentially because they equate a grounding of aircraft? Without access to web content and the web-based tools that empower sharing and creation of content, educators and students can't take flight much less contemplate detours, lay-overs, and emergency landings.
I
get the problem of filters. I really do.
I have firsthand experience with blocked web sites in the classroom context. I resented the administrative process to remove a block from an educationally valid site. But, in truth -- and please don't mistake me for an apologist here -- my system was
reasonably responsive. I never once lacked access to Internet content I needed for instruction (provided instruction was planned several days in advance).
Yet, that was prior to 2005 -- before my interest in interactive self-publishing sites and social networks.
Now, in 2007, the best that I can gather from my teacher and librarian friends is spotty, inconsistent blockage of blogs, wikis, and networking tools persists in our county. Enough to stifle creativity and production? Maybe, but that is only part of the problem.
You see, in my community we have a layer of system-wide web publishing policy that also acts as a "blocker," of sorts. The filter blocks
access to content; current policy as stated in the
procedures handbook for web pages blocks administrators, teachers, and students from
creating content. I may be interpreting the procedures incorrectly, but they seem only to address teacher- and student-generated web content on officially sanctioned web pages hosted on local servers.
So, provided teachers, librarians, and administrative leaders are vigilant about requesting access to appropriate sites, it is possible to operate under the flawed filter. But who is evaluating the web publishing procedures? Who is advocating that these procedures be refined to be a more accurate reflection of the new web landscape?
There is hope. Some folks in my community are willing to consider a new approach, but they want to see
models.I am
begging for some outside perspective here!
I have considered the possibility that some educational systems and institutions have acceptable use policies (AUPs) that encompass both the
access and
creation of web content. I actually would love for that to be the case, as I am in no way advocating adding another layer of policy upon policy.
But what I fear is more likely the case is an overall lack of intentionality or conscious policy making regarding the read/write web.
Thus, we have situations like this, described to me in an email from a librarian friend who works in a school system here in the Southeast U.S.:
We go by the official AU policy . . . . And as you noted, there is really nothing about blogs, wikis, social networks, etc. I think our district shies away from getting too detailed because they don't want to open a can of worms. I am just speculating it, but sometimes I think they take this approach in hopes that if they don't draw attention to it, then they don't have to deal with it. I do know "Wordpress" is the officially approved blog host by curriculum, but there is nothing in writing about this -- it is just what has trickled down to us, and I truly doubt most teachers know this.
In his keynote posted on Oct. 8, Warlick describes
three brand-new conditions converging on our classrooms: info-savvy students, a new information landscape, and an unpredictable future. He warns, "We've tried to ignore them, we've tried to contain them, and to even block them out. But the best thing we can do is to realize that these three converging conditions can actually become new boundaries off of which we can gain traction."
Warlick uses the metaphor of airplanes, which travel in invisible but established flightpaths and which still need runways for take offs and landings.
I am starting to wonder how we can pilot the aircrafts without flight manifests and air traffic controllers. How long is this under-the-radar, ask-forgiveness-not-permission way of doing things going to persist?
How desirable is it, really, to
Build this Plane While It's Flying?
What do you think?
technorati tags: AUP school reform k12online07 k12online07pc school tech leadership web2.0 instructional technology web publishing policy
Graphic: Photograph of Icarus and Daedalus by Charles Paul Landon, from WikiMediaCommons
Will better school policy provide "traction"?
