Did you know that all schools providing registered childcare in the UK use a Canadian-made Internet filtering system to deter children from becoming terrorists?
Good grief. Kindergarteners are plotting terrorist activities? How they fit all that in between fingerpainting, learning to count to 100, and taking naps, I’ll never know.Sound a little extreme to be true? Check the news release on Waterloo-based Netsweeper’s own website. Thank goodness we haven’t gone over the edge of paranoia in our schools here in Canada.
According to the Cambridge Times, that same company, Netsweeper has offered “free” internet filtering to the Waterloo Region District School Board on a trial basis. This comes on the heels of a request by school trustees including Cindy Watson, Natalie Waddell, and Kathi Smith to hire “experts” in Internet filtering after oneCambridge couple complained their child had seen pornographic content at school. While I sympathize with the parents, I believe we may be treading in dangerous waters here.
Netsweeper is the same company Toronto’s CitizenLab discovered in 2011 to be blocking sites in Pakistan. Waterloo-based Netsweeper was hired by the Pakistani government in an effort to block any sites that would seem blasphemous to a muslim-majority, as well as those featuring political discourse, and the news outlet CNN.
Normalizing surveillance in society leads to the eventual acceptance of blocking freedom of information and freedom of speech. That’s a direct hit to democracy. Am I over-reacting? Well, that’s why I started this post with the story about the terrorist plotting kindergarten kids in the UK! You see, this is how it all starts. Yes, filtering pornographic and racist material makes sense. Of course we want to protect our children. But, we need to consider how best to do that while being cognizant of the short and long-term effects and trade-offs.
There’s always a cost involved when hiring “Internet filtering experts”. Besides the high potential for computer algorithms to inadvertently block perfectly innocuous material and affect access and freedom of information, companies never give anything away for free. We need to consider our children’s privacy as many of these companies are in the business of data mining, especially if offering free services.
So, what’s the practical way to deal with censorship and surveillance for the sake of our children? With 571 websites created every single minute on the Internet, harmful sites are bound to slip through the best content filtering algorithms. That’s why WRDSB teachers use a user-based monitoring system called School Connect where they are able to monitor students’ screens in their classroom. There’s nothing better than this. Teachers act not just as filters intercepting inappropriate content, but as guides and educators, they are able to interject and have a discussion with students about content. This is what we call “education” and “media literacy”.
Is it any wonder the Board has delayed its decision on stricter Internet filters? They’ve got a lot to ponder.
Auditory, kinesthetic, visual. Why is it that when we talk about differentiated learning, we so often focus on just the sensory aspect of communicating how we learn best? Applying Dr. Howard Gardner’s inventory of multiple intelligences towards differentiated learning and instruction adds another layer through manipulating interest-driven categories for the sake of engagement and identifying strengths and skills. This is all good stuff and we could all put our heads together and write a huge list of technological tools that would aid us in meeting goals of differentiated instruction on this basis. Heck, we could even Google it. But how else can technology be used to aid our various learners?
We talk about the engagement and input/output communication pieces in differentiated learning. But, we don’t always talk about differentiating the “processing” piece on the road to cognition. We see the words, “more time needed” under accommodations on IEPs, but this really just addresses the issue of speed and has little to do with key entry points of time during the learning process. This is where technology’s strength comes in. Besides holding various forms of communication (sensory included), technology’s brawniness is in it’s access, and access allows us to play with time. Instead of focusing on just the speed of processing, we could be thinking about how technology can help us manipulate “when” in the learning the differentiated aids for processing can step in.
The processing entry points we’re all most familiar with take place during and after the lesson, a carry-over practice from the late 20th century. I believe part of the reason why “flipped learning” has become so popular is because it addresses an earlier point of entry by allowing learners to “play” with the content first and make their own meaning and connections with it. Technology allows us to post content in an effort to initiate learning before that content is addressed in a face-to-face location. It also serves to lengthen the time of processing between learning stages by adding reflection time. This is a key strategy for some learners who may rely heavily on this early stage in the learning process for fuller comprehension. It’s also worth noting that flipped learning could employ more than just posting videos before class. Remember, teachers are working to address all types of learners at various stages in the learning process.
How are you using technology to aid differentiated learners through these stages of process and reflection? If you use the flipped learning model, do you continue to use technology in differentiated ways through these stages to reach all learners? Would love to hear some of your stories.
Thanks to Carlo Fusco, Christy Wood, and Elaine McKenzie for challenging me to think more about technology’s role in differentiated learning while at the very recent Eduhop event in Kitchener.
This morning I am struck by a strong sense of time and narrative. Triggered by what, I’m not yet sure. Whether it’s because just this week I noticed a few grey hairs on my head, (for who knows how long; it just snuck up on me). Or whether it’s because my teenage daughter is now starting to fight with me the same way I used to fight with my mother, with a hint of condescension as if to say, “what the heck do you know anyway?-you’re out of touch”. Or, whether it’s the 1993 video veteran newscaster Dick Smyth shared this week of our 680News team in the early days of the first 24/7 news wheel format in Canada. I sense that it’s this latter scenario drawing me in, provoking a strong need to reflect on the perception of time, narrative, and what it does to the psyche. But first, a little background story.
In March of 1988 I was a high school senior partying in Cuba over Spring Break, living in the moment, not thinking too hard about what I really wanted to do after graduation. There were close to fifty other teens who came together from various regions in Ontario, all feeling the same way. We were escaping our futures, holding on to the moment, and to our youth. One of the teens from our small 10-member Niagara group would go on to embrace the future the following year, marrying a co-worker at her part-time student workplace. Still another would go on to serve in the Canadian military, dying 15 years later in Afghanistan from an improvised explosive device going off underneath the Armed forces’ light armoured vehicle he was traveling in. But these were not the potential realities we were thinking about in Cuba. Excited by our new-found independence and celebration of youth as a collective group, we spent the nights drinking and talking, and the days sleeping on the beach.
One late night we let “living in the moment” slip. A boy from Cambridge talked about his plans to go to college for Radio Broadcasting. It was all I could think about for the rest of the trip. What was I going to do with my life? Shortly after I returned home, the sun melted the Spring ice and a TV crew showed up on our door to film my mother for a gardening episode on TVO. I got some advice from a young crew member and set my sights on applying to Ryerson and getting a co-op placement at the local radio station.
At CHSC, the afternoon news anchor and later, my friend Ed Eldred took a chance on me and sent me out to do a story on the tall ships that had sailed into the Welland locks. I found a young sailor who invited me to sit and listen to stories of his travels and description of what a typical day was like living on the ship. It is this first interview that remains ingrained in my memory, succeeded only by a handful of others including an interview with the sister of NHL hockey player Brian Bellows. A strong spirited survivor, Sandy wanted to reach out to other young women after she was raped and savagely beaten in the snowy woods by serial rapist and murderer Peter John Peters. She had lived because a retired police officer overheard her screams of terror and rescued her, and she now had a strong desire to tell her story. I held two pieces of ID up to the window while two dobermans sniffed enthusiastically at the cracks of the door before being let in for a 2 ½ hour interview.
I joined the 680 News team right after graduation. In fact, Dick’s video was taken on the day Jamie Munroe and I had to leave work early to attend convocation. With the fresh 24/7 news wheel format, we were now responsible for getting news out around the clock and by the second. I often think back on this time as the moment radio reporting died for me (though I continued to anchor off and on). Instead of meeting with people and really hearing their narrative, the immediacy of the new format largely forced us into gathering sound bytes with man-on-the-street and over-the-phone interviews. Since that time, other shifts have worked to reinforce its death. Our evolving technology has combined with our post 20th century desire to live in the moment, acting like a hammer hitting the final nail on the coffin of the style of radio reporting I fell in love with almost 25 years ago.
I do not mourn the passing of the radio medium as a major news source sent into the back corners, but rather the passing of a public’s narrative and with it the echoes of empathy heard through the recounted stories of those we connected with; those we took the time to hear. Much the same demise has played out on our 24/7 news television screens, turned by audience desire for immediacy and entertainment. Many of you may argue with me, citing the unusual full-length playing of Charles Ramsey’s step-by-step account of how he saved three kidnapped women and a child from confinement. You may say, “the narrative isn’t dead. They even played the full 2 ½ minutes of Ramsey’s interview this week during a radio newscast”. I can’t help but hope there is a fraction of the public seeking to revive the narrative, but I’m more inclined to believe it’s entertainment they’re after.
Sunday May 12, 2013 Update
More evidence that the narrative is taking a hit for the sake of its audience comes in the Toronto Star today with media analyst Robert Thompson saying, “Basic rules need to be taught, not only on consuming media but how people themselves use media in these completely democratized ways. And that would include a sense of ethics, even if you are not a professional journalist.”
The article is largely about how news outlets keep getting the big news wrong time after time with the pressure to publish first. Coincidentally, the Toronto Star obviously failed to re-read before publishing. Reporter Mitch Potter used direct quotations for a person named Bleier twice. However, Robert Thompson is the man who should have been quoted throughout. He is the director of Syracuse University’s Bleier Centre for Television and Popular Culture. The use of “Bleier calls the rush of…” and “said Bleier” shows that even the Toronto Star can’t seem to write an article on journalistic mistakes without making mistakes of their own.
As I skim educational resources and discussions on the web, I like that many of the conversations are changing towards thinking about purpose and ownership when planning tech integration. It helps us avoid implementing “novelty tech”, which I akin to clowns jumping around in the front of the classroom grabbing students’ attention. A checklist by Sue Lyon-Jones helps get teachers started.
But, after reading the chart, I still think we need to go further in our questioning when thinking about the purpose of technology in the classroom. We need to ask a whole other list of questions. I presented these at ECCO last year in my presentation about Google Docs. When thinking about integrating any tech, ask yourself:
How will the technology support…
social learning and communication?
differentiation for learners who learn best textually, auditorily, kinesthetically?
assessment and marking (teacher, self, and peer)?
We also need to think about some of the inherent changes online tech brings to the classroom. Anything posted in a learning environment with 24/7 access helps students have access to reviewing and continuing work; it also ramps up transparency, which most certainly increases accountability for both student and teacher (think time stamping and the permanency of text in public spaces).
There are some subtler differences to pedagogy that are all wrapped up in the choice and use of a particular tech. Some of these may be hard to spot until you’ve actually tried out the technology or poured through someone else’s action research. These may include significant shifts in pedagogical teaching/learning methods. I really noticed this while using Google Docs. After asking permission from the 18 years olds in my classes, here are some of my findings.
We’ve always had a rule that cell phones and ipods are to be turned off in the night, but I’ve found my kids sneaking my charger, their phones, and ipods away into their rooms on occasion. It can be tough helping them buy into the notion that there’s a time to “un-tether” themselves from their devices. To help them detach, I’ve thrown away our yellow basket of jumbled up cords and chargers and replaced it with the family charging station, located in one central location-our kitchen. I’m teaching my kids that undisturbed sleep is important to stay healthy in both mind and body. My husband and I are modelling this behaviour by using the station ourselves and turning off our devices at night as well.
It turns out that setting up a family charging station isn’t as pricey as you would think. This particular charging station cost 40 dollars. And did I mention that it’s also eco-friendly? Instead of continuing to suck power like most other chargers, this one shuts off entirely when finished charging. Not a bad price for all the benefits it has to offer.
For more information on teens and texting, check out my research findings on the teens and texting page.