Are School Internet Filters the Forgotten Equity Battleground?
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When School Web Filtering Comes Home
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FM","link":"/"}},"mindshift_42217":{"type":"posts","id":"mindshift_42217","meta":{"index":"posts_1591205157","site":"mindshift","id":"42217","score":null,"sort":[1443599244000]},"guestAuthors":[],"slug":"are-school-internet-filters-the-forgotten-equity-battleground","title":"Are School Internet Filters the Forgotten Equity Battleground?","publishDate":1443599244,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Despite the increasing emphasis on technology as a learning tool in the classroom, many school districts still aggressively filter the Internet that teachers and students can access. While the federal \u003ca href=\"https://www.fcc.gov/guides/childrens-internet-protection-act\" target=\"_blank\">Children’s Internet Protection Act (CIPA)\u003c/a> requires that schools filter for pornographic images, many districts are over-filtering, blocking sites that can be used positively for education. There are a \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/26/straight-from-the-doe-facts-about-blocking-sites-in-schools/\" target=\"_blank\">lot of myths\u003c/a> about how tight these required filters must be.\u003c/p>\n\u003cp>It’s common for school districts to block social media, chatting services, online games and video services. That means some teachers spend hours downloading YouTube videos to use in their classrooms the next day -- energy that could be better spent elsewhere. Educators argue that a highly filtered Internet \u003ca href=\"http://ww2.kqed.org/mindshift/2014/06/26/whats-the-impact-of-overzealous-internet-filtering-in-schools/\" target=\"_blank\">restricts the intellectual freedom of students\u003c/a> to read and share ideas where the conversation is happening, often on social media. And perhaps most troubling, kids without Internet access at home rely on school Internet for their digital needs and may be missing out on what has become a big part of being an active citizen.\u003c/p>\n\u003caside class=\"pullquote alignright\">'We usually think about the freedom to read or access other people’s points of view. But the freedom to speak and be heard is the flip side of that coin.'\u003c/aside>\n\u003cp>“The more I work with technology, the more I see that the same rights that apply to printed texts should apply to the Internet as well,” said \u003ca href=\"http://www.doug-johnson.com/\" target=\"_blank\">Doug Johnson\u003c/a>, tech director of the Burnsville-Eagan-Savage school district outside Minneapolis.\u003c/p>\n\u003cp>Johnson is in charge of filtering in his district and tries to maintain the lowest level of filtering possible, while still keeping inappropriate material out of kids’ hands. Trained as a librarian, Johnson has a much more nuanced view of banning websites than many tech directors. He feels librarians have a duty to fight for digital access in the same way they do for books.\u003c/p>\n\u003cp>“I feel they’ve totally underestimated the importance of making sure students have access to a variety of viewpoints and digital resources as well,” Johnson said of the traditional librarian focus on printed texts.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In fact, in an age when presidential candidates are being interviewed on YouTube and most of the political debate happens on social media channels, Johnson argues that prohibiting access to these sites actually denies students the opportunity to practice being engaged citizens with a valued voice.\u003c/p>\n\u003cp>“We usually think about the freedom to read or access other people’s points of view,” Johnson said. “But the freedom to speak and be heard is the flip side of that coin.”\u003c/p>\n\u003cp>He’s worried that if websites that give students voice, like Facebook, Twitter and YouTube, are blocked by schools, then some students will never have the opportunity to be heard. And worse, kids who have free and open access to the Internet at home will have the opportunity to participate, while students without home access will have only a filtered online experience.\u003c/p>\n\u003cp>“When you think about all the ways students are denied voice or do not have the ability to see themselves in their learning, it becomes very arbitrary,” high school librarian Michelle Luhtala said on an American Association of School Librarians webinar. She’s a passionate advocate for less administrative filtering and more focus on \u003ca href=\"http://ww2.kqed.org/mindshift/2013/10/04/teach-kids-to-be-their-own-filter/\" target=\"_blank\">teaching students how to be their own filters\u003c/a>.\u003c/p>\n\u003cp>Johnson said he knows from personal experience that filtering companies tend to be overzealous out of caution and lack of understanding about the education context. If any teacher in Johnson’s district asks for a site to be unblocked for a curricular reason, he does so -- no questions asked.\u003c/p>\n\u003cp>\u003cstrong>GROWING DIGITAL LEADERS\u003c/strong>\u003c/p>\n\u003cp>Many districts block social media and video sites because they want to limit distractions. That’s not a good enough reason, said \u003ca href=\"http://blogs.slj.com/neverendingsearch/\" target=\"_blank\">Joyce Valenza\u003c/a>, assistant professor at Rutgers University, where she trains the next generation of school librarians.\u003c/p>\n\u003cp>“We’ve \u003ca href=\"http://ww2.kqed.org/mindshift/2013/12/05/age-of-distraction-why-its-crucial-for-students-to-learn-to-focus/\" target=\"_blank\">always had distractions\u003c/a> in our classrooms,” Valenza said. “We had magazines in our desks; we were throwing notes at each other; we were looking out the window. Teachers need to manage a classroom that doesn’t necessarily have four walls.”\u003c/p>\n\u003cp>She said teaching students to responsibly use their technology in appropriate ways and times should be a crucial part of a school’s mission. They are nurturing not only digital citizens but also digital leaders.\u003c/p>\n\u003cp>“These are things we need to newly learn, but we can’t ignore them,” Valenza argues. “If we ignore them, then [students will] be doing them behind our backs.”\u003c/p>\n\u003cp>Students need to be part of the discussion about classroom norms and can help set the consequences for breaking them. But prohibiting students from accessing the tools to create digital stories, share and access other people’s ideas on current events, and watch video lessons restricts their intellectual rights.\u003c/p>\n\u003cp>“We are not learning in isolation anymore. We learn in networks,” Valenza said. It’s the job of educators to help students learn to use these networks wisely.\u003c/p>\n\u003cp>She points out that while a student may have access to a smartphone outside school, and may be making videos on her own, the experience of digital media is much different when guided by a skilled professional. And when kids have a chance to share their academic work on social networks, their digital footprint represents not just their social activities but their learning as well.\u003c/p>\n\u003cp>\u003cstrong>MORE FILTERING IN BIG DISTRICTS\u003c/strong>\u003c/p>\n\u003cp>Both Valenza and Johnson believe over-filtering is an urgent issue for all educators, especially librarians. “You are the only person who’s trained to stand up for intellectual freedom,” Valenza said. If librarians safeguarded access to digital information as carefully as they do the library’s book collection, kids would have advocates.\u003c/p>\n\u003cp>Many larger districts, which also tend to be urban, have the most restrictive filtering policies and often serve more low-income students, according to Valenza. “Learners that need the resources the most are the ones less likely to have anyone fighting on their behalf,” she said.\u003c/p>\n\u003cp>Valenza advocates for a clear line of communication between classroom teachers and the person controlling the filter. Right now, many big districts have burdensome bureaucracy making it almost impossible to unblock a site in a reasonable amount of time.\u003c/p>\n\u003cp>Teachers working in smaller districts are more likely to have a personal relationship with the person controlling the filter, giving them the power to tinker with it. But most importantly, districts need to make careful decisions about what is blocked and why.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“These are really important philosophical issues in the educational environment, and very often these conversations aren’t being had,” Valenza said.\u003c/p>\n\n","blocks":[],"excerpt":"Educators raise issues of intellectual freedom and equity when it comes to school Internet filters.","status":"publish","parent":0,"modified":1443599244,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":26,"wordCount":1143},"headData":{"title":"Are School Internet Filters the Forgotten Equity Battleground? | KQED","description":"Educators raise issues of intellectual freedom and equity when it comes to school Internet filters.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Are School Internet Filters the Forgotten Equity Battleground?","datePublished":"2015-09-30T07:47:24.000Z","dateModified":"2015-09-30T07:47:24.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"42217 http://ww2.kqed.org/mindshift/?p=42217","disqusUrl":"https://ww2.kqed.org/mindshift/2015/09/30/are-school-internet-filters-the-forgotten-equity-battleground/","disqusTitle":"Are School Internet Filters the Forgotten Equity Battleground?","path":"/mindshift/42217/are-school-internet-filters-the-forgotten-equity-battleground","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Despite the increasing emphasis on technology as a learning tool in the classroom, many school districts still aggressively filter the Internet that teachers and students can access. While the federal \u003ca href=\"https://www.fcc.gov/guides/childrens-internet-protection-act\" target=\"_blank\">Children’s Internet Protection Act (CIPA)\u003c/a> requires that schools filter for pornographic images, many districts are over-filtering, blocking sites that can be used positively for education. There are a \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/26/straight-from-the-doe-facts-about-blocking-sites-in-schools/\" target=\"_blank\">lot of myths\u003c/a> about how tight these required filters must be.\u003c/p>\n\u003cp>It’s common for school districts to block social media, chatting services, online games and video services. That means some teachers spend hours downloading YouTube videos to use in their classrooms the next day -- energy that could be better spent elsewhere. Educators argue that a highly filtered Internet \u003ca href=\"http://ww2.kqed.org/mindshift/2014/06/26/whats-the-impact-of-overzealous-internet-filtering-in-schools/\" target=\"_blank\">restricts the intellectual freedom of students\u003c/a> to read and share ideas where the conversation is happening, often on social media. And perhaps most troubling, kids without Internet access at home rely on school Internet for their digital needs and may be missing out on what has become a big part of being an active citizen.\u003c/p>\n\u003caside class=\"pullquote alignright\">'We usually think about the freedom to read or access other people’s points of view. But the freedom to speak and be heard is the flip side of that coin.'\u003c/aside>\n\u003cp>“The more I work with technology, the more I see that the same rights that apply to printed texts should apply to the Internet as well,” said \u003ca href=\"http://www.doug-johnson.com/\" target=\"_blank\">Doug Johnson\u003c/a>, tech director of the Burnsville-Eagan-Savage school district outside Minneapolis.\u003c/p>\n\u003cp>Johnson is in charge of filtering in his district and tries to maintain the lowest level of filtering possible, while still keeping inappropriate material out of kids’ hands. Trained as a librarian, Johnson has a much more nuanced view of banning websites than many tech directors. He feels librarians have a duty to fight for digital access in the same way they do for books.\u003c/p>\n\u003cp>“I feel they’ve totally underestimated the importance of making sure students have access to a variety of viewpoints and digital resources as well,” Johnson said of the traditional librarian focus on printed texts.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In fact, in an age when presidential candidates are being interviewed on YouTube and most of the political debate happens on social media channels, Johnson argues that prohibiting access to these sites actually denies students the opportunity to practice being engaged citizens with a valued voice.\u003c/p>\n\u003cp>“We usually think about the freedom to read or access other people’s points of view,” Johnson said. “But the freedom to speak and be heard is the flip side of that coin.”\u003c/p>\n\u003cp>He’s worried that if websites that give students voice, like Facebook, Twitter and YouTube, are blocked by schools, then some students will never have the opportunity to be heard. And worse, kids who have free and open access to the Internet at home will have the opportunity to participate, while students without home access will have only a filtered online experience.\u003c/p>\n\u003cp>“When you think about all the ways students are denied voice or do not have the ability to see themselves in their learning, it becomes very arbitrary,” high school librarian Michelle Luhtala said on an American Association of School Librarians webinar. She’s a passionate advocate for less administrative filtering and more focus on \u003ca href=\"http://ww2.kqed.org/mindshift/2013/10/04/teach-kids-to-be-their-own-filter/\" target=\"_blank\">teaching students how to be their own filters\u003c/a>.\u003c/p>\n\u003cp>Johnson said he knows from personal experience that filtering companies tend to be overzealous out of caution and lack of understanding about the education context. If any teacher in Johnson’s district asks for a site to be unblocked for a curricular reason, he does so -- no questions asked.\u003c/p>\n\u003cp>\u003cstrong>GROWING DIGITAL LEADERS\u003c/strong>\u003c/p>\n\u003cp>Many districts block social media and video sites because they want to limit distractions. That’s not a good enough reason, said \u003ca href=\"http://blogs.slj.com/neverendingsearch/\" target=\"_blank\">Joyce Valenza\u003c/a>, assistant professor at Rutgers University, where she trains the next generation of school librarians.\u003c/p>\n\u003cp>“We’ve \u003ca href=\"http://ww2.kqed.org/mindshift/2013/12/05/age-of-distraction-why-its-crucial-for-students-to-learn-to-focus/\" target=\"_blank\">always had distractions\u003c/a> in our classrooms,” Valenza said. “We had magazines in our desks; we were throwing notes at each other; we were looking out the window. Teachers need to manage a classroom that doesn’t necessarily have four walls.”\u003c/p>\n\u003cp>She said teaching students to responsibly use their technology in appropriate ways and times should be a crucial part of a school’s mission. They are nurturing not only digital citizens but also digital leaders.\u003c/p>\n\u003cp>“These are things we need to newly learn, but we can’t ignore them,” Valenza argues. “If we ignore them, then [students will] be doing them behind our backs.”\u003c/p>\n\u003cp>Students need to be part of the discussion about classroom norms and can help set the consequences for breaking them. But prohibiting students from accessing the tools to create digital stories, share and access other people’s ideas on current events, and watch video lessons restricts their intellectual rights.\u003c/p>\n\u003cp>“We are not learning in isolation anymore. We learn in networks,” Valenza said. It’s the job of educators to help students learn to use these networks wisely.\u003c/p>\n\u003cp>She points out that while a student may have access to a smartphone outside school, and may be making videos on her own, the experience of digital media is much different when guided by a skilled professional. And when kids have a chance to share their academic work on social networks, their digital footprint represents not just their social activities but their learning as well.\u003c/p>\n\u003cp>\u003cstrong>MORE FILTERING IN BIG DISTRICTS\u003c/strong>\u003c/p>\n\u003cp>Both Valenza and Johnson believe over-filtering is an urgent issue for all educators, especially librarians. “You are the only person who’s trained to stand up for intellectual freedom,” Valenza said. If librarians safeguarded access to digital information as carefully as they do the library’s book collection, kids would have advocates.\u003c/p>\n\u003cp>Many larger districts, which also tend to be urban, have the most restrictive filtering policies and often serve more low-income students, according to Valenza. “Learners that need the resources the most are the ones less likely to have anyone fighting on their behalf,” she said.\u003c/p>\n\u003cp>Valenza advocates for a clear line of communication between classroom teachers and the person controlling the filter. Right now, many big districts have burdensome bureaucracy making it almost impossible to unblock a site in a reasonable amount of time.\u003c/p>\n\u003cp>Teachers working in smaller districts are more likely to have a personal relationship with the person controlling the filter, giving them the power to tinker with it. But most importantly, districts need to make careful decisions about what is blocked and why.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“These are really important philosophical issues in the educational environment, and very often these conversations aren’t being had,” Valenza said.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/42217/are-school-internet-filters-the-forgotten-equity-battleground","authors":["234"],"categories":["mindshift_194","mindshift_195","mindshift_193"],"tags":["mindshift_427","mindshift_822","mindshift_20784","mindshift_1040","mindshift_20801","mindshift_227"],"featImg":"mindshift_42231","label":"mindshift"},"mindshift_36489":{"type":"posts","id":"mindshift_36489","meta":{"index":"posts_1591205157","site":"mindshift","id":"36489","score":null,"sort":[1403791224000]},"guestAuthors":[],"slug":"whats-the-impact-of-overzealous-internet-filtering-in-schools","title":"What's the Impact of Overzealous Internet Filtering in Schools?","publishDate":1403791224,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cimg class=\"aligncenter size-full wp-image-36510\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/06/483861483-e1403740781792.jpg\" alt=\"483861483\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/06/483861483-e1403740781792.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/06/483861483-e1403740781792-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/06/483861483-e1403740781792-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\u003cp>\u003cstrong>By Kathy Baron\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">Not too long ago, a proposal to give some Nebraska students access to a digital library of books and magazines through the school district’s website was thwarted by a district official who objected to students seeing those archetypal photos of naked breasts in \u003cem>National Geographic\u003c/em>.\u003c/p>\n\u003cp>While that may seem quaint, a new report from the American Library Association warns it’s emblematic of an overzealous and damaging crackdown on websites by school districts that are misinterpreting the federal \u003ca href=\"http://www.e-ratecentral.com/CIPA/Childrens_Internet_Protection_Act.pdf\">Children’s Internet Protection Act\u003c/a> (CIPA) of 2000.\u003c/p>\n\u003cp>“The over-filtering that occurs today affects not only what teachers can teach but also how they teach,” writes Kristen Batch in the ALA's report \u003ca href=\"http://www.ala.org/offices/sites/ala.org.offices/files/content/oitp/publications/issuebriefs/cipa_report.pdf\">Fencing Out Knowledge\u003c/a>, which examines the impact of CIPA 10 years after it was \u003ca href=\"https://www.aclu.org/technology-and-liberty/supreme-court-hears-web-blocking-case\">upheld\u003c/a> by the U.S. Supreme Court. It also “creates barriers to learning and acquiring digital literacy skills that are vital for college and career readiness, as well as for full participation in 21\u003csup>st\u003c/sup>-century society.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Batch doesn’t doubt that districts sincerely believe they’re protecting students, but says the law is based on an outmoded version of the Internet as a passive repository of printed information in a digital format.\u003c/p>\n\u003cp>“The most striking change between CIPA when it was passed and CIPA today is the way we use the Internet,” Batch said. “It’s not a magazine, we’re not just consumers, we’re creators, we’re users.”\u003c/p>\n\u003cp>Facebook, YouTube and Twitter didn’t exist when CIPA became law, but today millions of children use them to create online personas and interact with friends, strangers, even potential future employers. On Facebook alone, the typical teen has 300 \"friends,\" according to a 2013 \u003ca href=\"http://www.pewinternet.org/2013/05/21/teens-social-media-and-privacy/\">report\u003c/a> by the Pew Research Internet Project. Yet, the most popular social media sites are also the most commonly blocked by schools.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“That’s really the gap; that students that have their own Internet connections at home have exposure, but those students who rely on Internet access at school, they are not getting access to the same sites that they should be.”\u003c/aside>\n\u003cp>The folly lies in the fact that most students have unfettered access to these forbidden sites through the phones in their pockets and backpacks, on their home computers and in many public libraries – often with no adult guidance. Batch says it’s a missed opportunity to teach students the critical skills they’ll need to discern the good from the bad.\u003c/p>\n\u003cp>“These critical thinking skills aren’t learned just by tinkering with technology, it has to be learned in context in a supportive environment,” said Batch. “Kids can learn and reflect, and it starts to shape behavior in terms of what’s appropriate on line.”\u003c/p>\n\u003ch3>\u003cstrong>Varied Implementation\u003c/strong>\u003c/h3>\n\u003cp>On the surface, CIPA is very clear about what schools and libraries must do to protect children from harmful material on the Internet. According to the \u003ca href=\"http://www.fcc.gov/guides/childrens-internet-protection-act\">Federal Communications Commission\u003c/a>, which oversees compliance with the law, they must put technology protection measures in place that “block or filter Internet access to pictures that are: (a) obscene; (b) child pornography; or (c) harmful to minors.”\u003c/p>\n\u003cp>In practice, however, defining the three measures is up to each community, creating widely varied implementation from district to district and the sort of frustration that led U.S. Supreme Court Justice Potter Stewart in the 1964 \u003ca href=\"getcase.pl%3Fcourt=us&vol=378&invol=184\">\u003cem>Jacobellis v. Ohio\u003c/em>\u003c/a> case, to exclaim about obscenity, “I know it when I see it.”\u003c/p>\n\u003cp>The FCC could order a district that’s out of compliance to repay tens of thousands of dollars in federal discounts to defray the cost of connecting to the Internet through the \u003ca href=\"http://www2.ed.gov/about/offices/list/oii/nonpublic/erate.html\">E-rate program\u003c/a>. Although that hasn’t happened yet, the threat contributes to some districts’ attitude that it’s better to be safe than sorry.\u003c/p>\n\u003cp>In the same Nebraska school district that blocked \u003cem>National Geographic\u003c/em> magazine, neither students in an Advanced Placement government class, nor their teacher, could access websites containing the words China, Russia or Iran, making it a challenge to work on a project that required them to compare the different types of governments in those countries.\u003c/p>\n\u003cp>The only people who could override the filter were in the technology department, which didn’t answer to anyone in the curriculum division, explained a former school staff member, who didn’t want her name used, and their answer to any requests was usually no. This was especially troubling when, in the wake of an attempted suicide, a school counselor wasn’t able to download information on suicide for students who came to her for help.\u003c/p>\n\u003cp>When she asked the tech department to unblock the site, she was rebuffed. “Their view was that if the filter is blocking it, there’s no reason for you to see it,” the former staff member said.\u003c/p>\n\u003cp>[contextly_sidebar id=\"de5cee2950ff9e54bafedc7dd63c324a\"]\u003c/p>\n\u003cp>The Nebraska district is in the midst of a sweeping philosophical and practical turnaround in filtering thanks to a newly elected – and much younger – school board, a new tech director and a new superintendent.\u003c/p>\n\u003cp>But the former staff member still wonders how the old policy impacted other students facing life-altering crises who hit a firewall while searching online for answers. How many dropped out of school or chose other risky behaviors because they couldn’t find any other options.\u003c/p>\n\u003cp>“I have to assume that that happened,” she said.\u003c/p>\n\u003ch3>\u003cstrong>Filtering Out Equality\u003c/strong>\u003c/h3>\n\u003cp>In their nascent days, filters were blunt instruments that worked by blocking any URL or website containing certain keywords: sex, drugs, guns. That’s still the gist of the operating system, but tech advances enable districts to be more nuanced about what gets blocked and for whom, and they’re taking advantage of that flexibility.\u003c/p>\n\u003cp>Between 2010 and 2013, the number of teachers who said Internet blocking was an obstacle in their classrooms fell from 45 to 32 percent, according to surveys by the nonprofit education group, \u003ca href=\"http://www.tomorrow.org/speakup/pdfs/SU09Unleashingthefuture.pdf\">Project Tomorrow\u003c/a>.\u003c/p>\n\u003cp>When John Krull took over as Internet technology officer in Oakland Unified School District last summer, he said teachers’ biggest complaints were about not having access to the websites they needed. Because the district has a sophisticated filter, Krull implemented a teacher login system that lets staff override some blocked sites. He’s working on a similar system for students that would grant varying degrees of access depending on grade level.\u003c/p>\n\u003cp>But a more troubling concern raised in the ALA report is over unequal Internet access based on economic levels. Over-filtering in schools is creating two classes of students, Batch argues, by putting low-income students at an educational disadvantage because they’re less likely to have Internet access at home.\u003c/p>\n\u003cp>“That’s really the gap; that students that have their own Internet connections at home have exposure, but those students who rely on Internet access at school, they are not getting access to the same sites that they should be,” said Batch.\u003c/p>\n\u003cp>In a survey released last year by the \u003ca href=\"http://www.pewinternet.org/2013/02/28/how-teachers-are-using-technology-at-home-and-in-their-classrooms/\" target=\"_blank\">Pew Research Internet Project\u003c/a>, nearly three times as many teachers of low-income students than those with middle- and high-income students said this lack of access was a “major challenge” in their ability “to incorporate more digital tools into their teaching.”\u003c/p>\n\u003cp>The disparities will become more problematic as school implement Common Core State Standards, which require teachers to \u003ca href=\"http://www.corestandards.org/ELA-Literacy/introduction/students-who-are-college-and-career-ready-in-reading-writing-speaking-listening-language/\">embed technology\u003c/a> throughout the curriculum and not treat it as a separate subject.\u003c/p>\n\u003cp>Under the new standards, it’s expected that students will learn to “employ technology thoughtfully to enhance their reading, writing, speaking, listening, and language use. They tailor their searches online to acquire useful information efficiently, and they integrate what they learn using technology with what they learn offline. They are familiar with the strengths and limitations of various technological tools and mediums and can select and use those best suited to their communication goals.”\u003c/p>\n\u003ch3>Finding the Right Balance\u003c/h3>\n\u003cp>Complying with CIPA is a time-consuming and expensive unfunded federal mandate. Filters can cost anywhere from $3-to-$40 per student, depending on the size and needs of the district, and like any software program, they require regular updates and training to make sure everyone knows how to use them.\u003c/p>\n\u003cp>But eliminating filters isn’t the answer to debugging the problems with CIPA. For starters, there is no movement afoot to change law, let alone overturn it, according to FCC officials.\u003c/p>\n\u003cp>What’s more, even people who believe in full access to the Internet agree that there have to be protections in place for children.\u003c/p>\n\u003cp>“There’s not a right or wrong; it’s a lot about community values and it’s a tough thing because the Internet can be a dangerous place,” said Denise Atkinson-Shorey, an IT consultant and former librarian.\u003c/p>\n\u003cp>Wearing just her hat as an IT consultant, Atkinson-Shorey would rather that districts didn’t have to deal with the expense and bother of filters and could put that money and time into resources to directly improve education. Since that’s not going to happen anytime soon, she says there should be an ongoing conversation to review the impact of CIPA.\u003c/p>\n\u003cp>The need to improve communication about the issues that CIPA addresses is the “overarching” outcome of the ALA report. Once teachers, parents, administrators and students start talking about the good and bad consequences of the law, the hope is they can begin to develop some guidelines and resources for school districts and communities.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“It’s not if you have a filter or not, it’s really about to what degree do you filter, how do you filter?” said Atkinson-Shorey.\u003c/p>\n\n","blocks":[],"excerpt":"Over-filtering websites at schools misses the opportunity to teach students the critical skills they’ll need to discern the good from the bad.","status":"publish","parent":0,"modified":1403811177,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":36,"wordCount":1667},"headData":{"title":"What's the Impact of Overzealous Internet Filtering in Schools? | KQED","description":"Over-filtering websites at schools misses the opportunity to teach students the critical skills they’ll need to discern the good from the bad.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"What's the Impact of Overzealous Internet Filtering in Schools?","datePublished":"2014-06-26T14:00:24.000Z","dateModified":"2014-06-26T19:32:57.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"36489 http://blogs.kqed.org/mindshift/?p=36489","disqusUrl":"https://ww2.kqed.org/mindshift/2014/06/26/whats-the-impact-of-overzealous-internet-filtering-in-schools/","disqusTitle":"What's the Impact of Overzealous Internet Filtering in Schools?","path":"/mindshift/36489/whats-the-impact-of-overzealous-internet-filtering-in-schools","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cimg class=\"aligncenter size-full wp-image-36510\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/06/483861483-e1403740781792.jpg\" alt=\"483861483\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/06/483861483-e1403740781792.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/06/483861483-e1403740781792-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/06/483861483-e1403740781792-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\u003cp>\u003cstrong>By Kathy Baron\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">Not too long ago, a proposal to give some Nebraska students access to a digital library of books and magazines through the school district’s website was thwarted by a district official who objected to students seeing those archetypal photos of naked breasts in \u003cem>National Geographic\u003c/em>.\u003c/p>\n\u003cp>While that may seem quaint, a new report from the American Library Association warns it’s emblematic of an overzealous and damaging crackdown on websites by school districts that are misinterpreting the federal \u003ca href=\"http://www.e-ratecentral.com/CIPA/Childrens_Internet_Protection_Act.pdf\">Children’s Internet Protection Act\u003c/a> (CIPA) of 2000.\u003c/p>\n\u003cp>“The over-filtering that occurs today affects not only what teachers can teach but also how they teach,” writes Kristen Batch in the ALA's report \u003ca href=\"http://www.ala.org/offices/sites/ala.org.offices/files/content/oitp/publications/issuebriefs/cipa_report.pdf\">Fencing Out Knowledge\u003c/a>, which examines the impact of CIPA 10 years after it was \u003ca href=\"https://www.aclu.org/technology-and-liberty/supreme-court-hears-web-blocking-case\">upheld\u003c/a> by the U.S. Supreme Court. It also “creates barriers to learning and acquiring digital literacy skills that are vital for college and career readiness, as well as for full participation in 21\u003csup>st\u003c/sup>-century society.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Batch doesn’t doubt that districts sincerely believe they’re protecting students, but says the law is based on an outmoded version of the Internet as a passive repository of printed information in a digital format.\u003c/p>\n\u003cp>“The most striking change between CIPA when it was passed and CIPA today is the way we use the Internet,” Batch said. “It’s not a magazine, we’re not just consumers, we’re creators, we’re users.”\u003c/p>\n\u003cp>Facebook, YouTube and Twitter didn’t exist when CIPA became law, but today millions of children use them to create online personas and interact with friends, strangers, even potential future employers. On Facebook alone, the typical teen has 300 \"friends,\" according to a 2013 \u003ca href=\"http://www.pewinternet.org/2013/05/21/teens-social-media-and-privacy/\">report\u003c/a> by the Pew Research Internet Project. Yet, the most popular social media sites are also the most commonly blocked by schools.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“That’s really the gap; that students that have their own Internet connections at home have exposure, but those students who rely on Internet access at school, they are not getting access to the same sites that they should be.”\u003c/aside>\n\u003cp>The folly lies in the fact that most students have unfettered access to these forbidden sites through the phones in their pockets and backpacks, on their home computers and in many public libraries – often with no adult guidance. Batch says it’s a missed opportunity to teach students the critical skills they’ll need to discern the good from the bad.\u003c/p>\n\u003cp>“These critical thinking skills aren’t learned just by tinkering with technology, it has to be learned in context in a supportive environment,” said Batch. “Kids can learn and reflect, and it starts to shape behavior in terms of what’s appropriate on line.”\u003c/p>\n\u003ch3>\u003cstrong>Varied Implementation\u003c/strong>\u003c/h3>\n\u003cp>On the surface, CIPA is very clear about what schools and libraries must do to protect children from harmful material on the Internet. According to the \u003ca href=\"http://www.fcc.gov/guides/childrens-internet-protection-act\">Federal Communications Commission\u003c/a>, which oversees compliance with the law, they must put technology protection measures in place that “block or filter Internet access to pictures that are: (a) obscene; (b) child pornography; or (c) harmful to minors.”\u003c/p>\n\u003cp>In practice, however, defining the three measures is up to each community, creating widely varied implementation from district to district and the sort of frustration that led U.S. Supreme Court Justice Potter Stewart in the 1964 \u003ca href=\"getcase.pl%3Fcourt=us&vol=378&invol=184\">\u003cem>Jacobellis v. Ohio\u003c/em>\u003c/a> case, to exclaim about obscenity, “I know it when I see it.”\u003c/p>\n\u003cp>The FCC could order a district that’s out of compliance to repay tens of thousands of dollars in federal discounts to defray the cost of connecting to the Internet through the \u003ca href=\"http://www2.ed.gov/about/offices/list/oii/nonpublic/erate.html\">E-rate program\u003c/a>. Although that hasn’t happened yet, the threat contributes to some districts’ attitude that it’s better to be safe than sorry.\u003c/p>\n\u003cp>In the same Nebraska school district that blocked \u003cem>National Geographic\u003c/em> magazine, neither students in an Advanced Placement government class, nor their teacher, could access websites containing the words China, Russia or Iran, making it a challenge to work on a project that required them to compare the different types of governments in those countries.\u003c/p>\n\u003cp>The only people who could override the filter were in the technology department, which didn’t answer to anyone in the curriculum division, explained a former school staff member, who didn’t want her name used, and their answer to any requests was usually no. This was especially troubling when, in the wake of an attempted suicide, a school counselor wasn’t able to download information on suicide for students who came to her for help.\u003c/p>\n\u003cp>When she asked the tech department to unblock the site, she was rebuffed. “Their view was that if the filter is blocking it, there’s no reason for you to see it,” the former staff member said.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>The Nebraska district is in the midst of a sweeping philosophical and practical turnaround in filtering thanks to a newly elected – and much younger – school board, a new tech director and a new superintendent.\u003c/p>\n\u003cp>But the former staff member still wonders how the old policy impacted other students facing life-altering crises who hit a firewall while searching online for answers. How many dropped out of school or chose other risky behaviors because they couldn’t find any other options.\u003c/p>\n\u003cp>“I have to assume that that happened,” she said.\u003c/p>\n\u003ch3>\u003cstrong>Filtering Out Equality\u003c/strong>\u003c/h3>\n\u003cp>In their nascent days, filters were blunt instruments that worked by blocking any URL or website containing certain keywords: sex, drugs, guns. That’s still the gist of the operating system, but tech advances enable districts to be more nuanced about what gets blocked and for whom, and they’re taking advantage of that flexibility.\u003c/p>\n\u003cp>Between 2010 and 2013, the number of teachers who said Internet blocking was an obstacle in their classrooms fell from 45 to 32 percent, according to surveys by the nonprofit education group, \u003ca href=\"http://www.tomorrow.org/speakup/pdfs/SU09Unleashingthefuture.pdf\">Project Tomorrow\u003c/a>.\u003c/p>\n\u003cp>When John Krull took over as Internet technology officer in Oakland Unified School District last summer, he said teachers’ biggest complaints were about not having access to the websites they needed. Because the district has a sophisticated filter, Krull implemented a teacher login system that lets staff override some blocked sites. He’s working on a similar system for students that would grant varying degrees of access depending on grade level.\u003c/p>\n\u003cp>But a more troubling concern raised in the ALA report is over unequal Internet access based on economic levels. Over-filtering in schools is creating two classes of students, Batch argues, by putting low-income students at an educational disadvantage because they’re less likely to have Internet access at home.\u003c/p>\n\u003cp>“That’s really the gap; that students that have their own Internet connections at home have exposure, but those students who rely on Internet access at school, they are not getting access to the same sites that they should be,” said Batch.\u003c/p>\n\u003cp>In a survey released last year by the \u003ca href=\"http://www.pewinternet.org/2013/02/28/how-teachers-are-using-technology-at-home-and-in-their-classrooms/\" target=\"_blank\">Pew Research Internet Project\u003c/a>, nearly three times as many teachers of low-income students than those with middle- and high-income students said this lack of access was a “major challenge” in their ability “to incorporate more digital tools into their teaching.”\u003c/p>\n\u003cp>The disparities will become more problematic as school implement Common Core State Standards, which require teachers to \u003ca href=\"http://www.corestandards.org/ELA-Literacy/introduction/students-who-are-college-and-career-ready-in-reading-writing-speaking-listening-language/\">embed technology\u003c/a> throughout the curriculum and not treat it as a separate subject.\u003c/p>\n\u003cp>Under the new standards, it’s expected that students will learn to “employ technology thoughtfully to enhance their reading, writing, speaking, listening, and language use. They tailor their searches online to acquire useful information efficiently, and they integrate what they learn using technology with what they learn offline. They are familiar with the strengths and limitations of various technological tools and mediums and can select and use those best suited to their communication goals.”\u003c/p>\n\u003ch3>Finding the Right Balance\u003c/h3>\n\u003cp>Complying with CIPA is a time-consuming and expensive unfunded federal mandate. Filters can cost anywhere from $3-to-$40 per student, depending on the size and needs of the district, and like any software program, they require regular updates and training to make sure everyone knows how to use them.\u003c/p>\n\u003cp>But eliminating filters isn’t the answer to debugging the problems with CIPA. For starters, there is no movement afoot to change law, let alone overturn it, according to FCC officials.\u003c/p>\n\u003cp>What’s more, even people who believe in full access to the Internet agree that there have to be protections in place for children.\u003c/p>\n\u003cp>“There’s not a right or wrong; it’s a lot about community values and it’s a tough thing because the Internet can be a dangerous place,” said Denise Atkinson-Shorey, an IT consultant and former librarian.\u003c/p>\n\u003cp>Wearing just her hat as an IT consultant, Atkinson-Shorey would rather that districts didn’t have to deal with the expense and bother of filters and could put that money and time into resources to directly improve education. Since that’s not going to happen anytime soon, she says there should be an ongoing conversation to review the impact of CIPA.\u003c/p>\n\u003cp>The need to improve communication about the issues that CIPA addresses is the “overarching” outcome of the ALA report. Once teachers, parents, administrators and students start talking about the good and bad consequences of the law, the hope is they can begin to develop some guidelines and resources for school districts and communities.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“It’s not if you have a filter or not, it’s really about to what degree do you filter, how do you filter?” said Atkinson-Shorey.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/36489/whats-the-impact-of-overzealous-internet-filtering-in-schools","authors":["4354"],"categories":["mindshift_195"],"tags":["mindshift_427","mindshift_1040","mindshift_227"],"featImg":"mindshift_36510","label":"mindshift"},"mindshift_24138":{"type":"posts","id":"mindshift_24138","meta":{"index":"posts_1591205157","site":"mindshift","id":"24138","score":null,"sort":[1349269201000]},"guestAuthors":[],"slug":"what-to-do-if-your-school-bans-a-useful-website","title":"What To Do If Your School Bans Useful Websites","publishDate":1349269201,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp class=\"dropcap-serif\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/what-to-do-if-your-school-bans-a-useful-website/attachment/123208401/\" rel=\"attachment wp-att-24159\">\u003cimg class=\"alignright size-large wp-image-24159\" title=\"123208401\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/10/123208401-620x351.jpg\" alt=\"\" width=\"620\" height=\"351\">\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">Today is \u003ca href=\"http://www.ala.org/aasl/advocacy/bwad\">Banned Website Awareness Day\u003c/a>, and all across the country, educators are doing their part to raise awareness of how overly restrictive blocking of educational websites affects student learning.\u003c/p>\n\u003cp>The dialogue around filtering must also include\u003ca> bring-your-own-device\u003c/a> policies, appropriate \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/students-want-social-media-in-schools/\">use of social media in schools, \u003c/a>and \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/students-demand-the-right-to-use-technology-in-schools/\">overall responsible use of technology\u003c/a> in school. Each of these issues plays an important part in the equation that influences school policy around filtering websites. For example, do students and teachers use social media sites like Edmodo or even Facebook for class purposes? Are educational videos on YouTube part of teachers' curriculum? In large school districts, does it make sense to have individual school policies? Are students allowed to use their cell phones?\u003c/p>\n\u003cp>Part of the investigation into what filtering policies to put in place revolves around understanding current rules and regulations -- and that's the problem, according to \u003ca href=\"http://bibliotech.me/\">Michelle Luhtala, \u003c/a>a librarian at New Cannan High School and one of the primary organizers of Banned Websites Awareness Day.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"People believe the rules are far more restrictive than they really are.\"\u003c/p>\n\u003c/aside>\n\u003cp>\"People believe the rules are far more restrictive than they really are,\" she said. \"Most people are working off of policies that predate 2003, and so much has happened since then, and continues to happen.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In a recent survey of nearly 700 teachers, principals, and school librarians, conducted by MMS Education and co-sponsored by edWeb.net and MCH Strategic Data, 55% of respondents said they had somewhat restrictive policies of access to Web 2.0 tools (social media sites) for teachers, and 23% said they had very restrictive policies. And when it came to students, 44% said they had somewhat restrictive policies of access, and 47% said they had very restrictive policies.\u003c/p>\n\u003cp>Most of the blocked sites are either social media sites, or have some element of public sharing of information, and that's where school administrators need to be more flexible, Luhtala said. \"Administration more than teachers need to open their minds to the value and potential of social networking for \u003c!--more-->educational use,\" wrote a survey respondent. \"CIPA needs to be spelled out more specifically or made clearer to IT in education so that filters are not blocking sites unnecessarily.\"\u003c/p>\n\u003cp>In the meantime, what should educators do when they try to access a site in school that's blocked by the school's filter? Luhtala offers the following advice.\u003c/p>\n\u003col>\n\u003cli>\u003cstrong>PRESENT FACTS. \u003c/strong>Direct people to the Department of Education's suggestions \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/straight-from-the-doe-facts-about-blocking-sites-in-schools/\">in this article\u003c/a> (posted below). \"This is a really valuable resource for tech directors who aren’t well informed about the details of legal aspects,\" Luhtala said. \"Sometimes IT directors tell other IT directors who say, 'Just do what the lawyers say,' and it becomes a giant case of the game Telephone. The DOE is the ultimate authority, so this article forces them to look at their agenda and policies.\"\u003c/li>\n\u003cli>\u003cstrong>CONSIDER SMART POLICIES. \u003c/strong>Study CoSN's \u003ca href=\"http://www.cosn.org/Initiatives/ParticipatoryLearning/Web20MobileAUPGuide/tabid/8139/Default.aspx\">Guide for Acceptable Use Policies \u003c/a>for filtering and other issues, and their recent report \u003ca href=\"http://www.cosn.org/Initiatives/ParticipatoryLearning/MakingProgress/tabid/12543/Default.aspx\">Making Progress: Rethinking State and School District Policies Concerning Mobile Technologies and Social Media\u003c/a>, which clearly states, \"Before steps are taken to impose limits on the use of social media and mobile technologies in schools, policymakers and educators need to consider the consequences for learning that such restrictions would produce... Such action should carefully consider the advantages of social media for learning and that these guidelines for responsible use bring media into mentored environments where they can be safely explored and shared.\"\u003c/li>\n\u003cli>\u003cstrong>CREATE A DIALOGUE. \u003c/strong>Start a conversation with people who manage the filtering system. \"A lot of policies have been in place for 10 years or more,\" Luhtala said. \"Sometimes they assume products are inherently bad, but if they understand that they can be tools for learning, they can see constructive purposes.\"\u003c/li>\n\u003cli>\u003cstrong>GET AN EARLY ADOPTER ON BOARD AND TAKE BABY STEPS. \u003c/strong>Collaborate with an innovator, and see if you can work on a project that includes a site you want unblocked. Get parent and school authorization to try out the pilot project and document the process along the way in order to share best practices. Try it out for five weeks and see how it goes.\u003c/li>\n\u003cli>\u003cstrong>USE AND SHARE RESOURCES. \u003c/strong>Read the \u003ca href=\"http://aasl.ala.org/essentiallinks/index.php?title=Main_Page\">American Association of School Librarian's Essential Resources site \u003c/a>and add your own resources to help others spread the message and educate other educators.\u003c/li>\n\u003cli>\u003cstrong>WADE INTO SOCIAL MEDIA. \u003c/strong>For those who have yet to start using social media with students, Luhtala suggests \"take steps to try to understand what all the fuss is about.\" But that will take time and training, as one survey respondent pointed out. \"I believe it offers us potential opportunities to further engage our students. However, in order to maximize this potential we must provide teachers and students with additional trainings,\" the anonymous respondent wrote in the survey.\u003c/li>\n\u003c/ol>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>When you're ready to take action, \u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/dispelling-myths-about-blocked-websites-in-schools/\">here are the list of myths dispelled \u003c/a>directly by the Department of Education's Technology Director Karen Cator:\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Accessing YouTube is not violating CIPA rules.\u003c/strong> “Absolutely it’s not circumventing the rules,” Cator says. “The rule is to block inappropriate sites. All sorts of YouTube videos are helpful in explaining complex concepts or telling a story, or for hearing an expert or an authentic voice — they present learning opportunities that are really helpful.”\u003c/li>\n\u003cli>\u003cstrong>Websites don’t have to be blocked for teachers\u003c/strong>. “Some of the comments I saw online had to do with teachers wondering why they can’t access these sites,” she says. “They absolutely can. There’s nothing that says that sites have to be blocked for adults.”\u003c/li>\n\u003cli>\u003cstrong>Broad filters are not helpful\u003c/strong>. “What we have had is what I consider brute force technologies that shut down wide swaths of the Internet, like all of YouTube, for example. Or they may shut down anything that has anything to do with social media, or anything that is a game,” she said. “These broad filters aren’t actually very helpful, because we need much more nuanced filtering.”\u003c/li>\n\u003cli>\u003cstrong>Schools will not lose \u003ca href=\"http://www.fcc.gov/learnnet/\">E-rate\u003c/a> funding by unblocking appropriate sites. \u003c/strong>Cator said she’s never heard of a school losing E-rate funding due to allowing appropriate sites blocked by filters. See the excerpt below from the \u003ca href=\"http://www.ed.gov/technology/netp-2010\">National Education Technology Plan\u003c/a>, approved by officials who dictate E-rate rules.\u003c/li>\n\u003cli>\u003cstrong>Kids need to be taught how to be responsible digital citizens. \u003c/strong>“[We need to] address the topic at school or home in the form of education,” Cator says. “How do we educate this generation of young people to be safe online, to be secure online, to protect their personal information, to understand privacy, and how that all plays out when they’re in an online space?”\u003c/li>\n\u003cli>\u003cstrong>Teachers should be trusted.\u003c/strong> “If the technology fails us and filters something appropriate and useful, and if teachers in their professional judgment think it’s appropriate, they should be able to show it,” she said. “Teachers need to impose their professional judgment on materials that are available to their students.”\u003c/li>\n\u003c/ul>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1349293824,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":10,"wordCount":1202},"headData":{"title":"What To Do If Your School Bans Useful Websites | KQED","description":"Today is Banned Website Awareness Day, and all across the country, educators are doing their part to raise awareness of how overly restrictive blocking of educational websites affects student learning. The dialogue around filtering must also include bring-your-own-device policies, appropriate use of social media in schools, and overall responsible use of technology in school. Each","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"What To Do If Your School Bans Useful Websites","datePublished":"2012-10-03T13:00:01.000Z","dateModified":"2012-10-03T19:50:24.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"24138 http://blogs.kqed.org/mindshift/?p=24138","disqusUrl":"https://ww2.kqed.org/mindshift/2012/10/03/what-to-do-if-your-school-bans-a-useful-website/","disqusTitle":"What To Do If Your School Bans Useful Websites","path":"/mindshift/24138/what-to-do-if-your-school-bans-a-useful-website","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"dropcap-serif\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/what-to-do-if-your-school-bans-a-useful-website/attachment/123208401/\" rel=\"attachment wp-att-24159\">\u003cimg class=\"alignright size-large wp-image-24159\" title=\"123208401\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/10/123208401-620x351.jpg\" alt=\"\" width=\"620\" height=\"351\">\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">Today is \u003ca href=\"http://www.ala.org/aasl/advocacy/bwad\">Banned Website Awareness Day\u003c/a>, and all across the country, educators are doing their part to raise awareness of how overly restrictive blocking of educational websites affects student learning.\u003c/p>\n\u003cp>The dialogue around filtering must also include\u003ca> bring-your-own-device\u003c/a> policies, appropriate \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/students-want-social-media-in-schools/\">use of social media in schools, \u003c/a>and \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/students-demand-the-right-to-use-technology-in-schools/\">overall responsible use of technology\u003c/a> in school. Each of these issues plays an important part in the equation that influences school policy around filtering websites. For example, do students and teachers use social media sites like Edmodo or even Facebook for class purposes? Are educational videos on YouTube part of teachers' curriculum? In large school districts, does it make sense to have individual school policies? Are students allowed to use their cell phones?\u003c/p>\n\u003cp>Part of the investigation into what filtering policies to put in place revolves around understanding current rules and regulations -- and that's the problem, according to \u003ca href=\"http://bibliotech.me/\">Michelle Luhtala, \u003c/a>a librarian at New Cannan High School and one of the primary organizers of Banned Websites Awareness Day.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"People believe the rules are far more restrictive than they really are.\"\u003c/p>\n\u003c/aside>\n\u003cp>\"People believe the rules are far more restrictive than they really are,\" she said. \"Most people are working off of policies that predate 2003, and so much has happened since then, and continues to happen.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In a recent survey of nearly 700 teachers, principals, and school librarians, conducted by MMS Education and co-sponsored by edWeb.net and MCH Strategic Data, 55% of respondents said they had somewhat restrictive policies of access to Web 2.0 tools (social media sites) for teachers, and 23% said they had very restrictive policies. And when it came to students, 44% said they had somewhat restrictive policies of access, and 47% said they had very restrictive policies.\u003c/p>\n\u003cp>Most of the blocked sites are either social media sites, or have some element of public sharing of information, and that's where school administrators need to be more flexible, Luhtala said. \"Administration more than teachers need to open their minds to the value and potential of social networking for \u003c!--more-->educational use,\" wrote a survey respondent. \"CIPA needs to be spelled out more specifically or made clearer to IT in education so that filters are not blocking sites unnecessarily.\"\u003c/p>\n\u003cp>In the meantime, what should educators do when they try to access a site in school that's blocked by the school's filter? Luhtala offers the following advice.\u003c/p>\n\u003col>\n\u003cli>\u003cstrong>PRESENT FACTS. \u003c/strong>Direct people to the Department of Education's suggestions \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/straight-from-the-doe-facts-about-blocking-sites-in-schools/\">in this article\u003c/a> (posted below). \"This is a really valuable resource for tech directors who aren’t well informed about the details of legal aspects,\" Luhtala said. \"Sometimes IT directors tell other IT directors who say, 'Just do what the lawyers say,' and it becomes a giant case of the game Telephone. The DOE is the ultimate authority, so this article forces them to look at their agenda and policies.\"\u003c/li>\n\u003cli>\u003cstrong>CONSIDER SMART POLICIES. \u003c/strong>Study CoSN's \u003ca href=\"http://www.cosn.org/Initiatives/ParticipatoryLearning/Web20MobileAUPGuide/tabid/8139/Default.aspx\">Guide for Acceptable Use Policies \u003c/a>for filtering and other issues, and their recent report \u003ca href=\"http://www.cosn.org/Initiatives/ParticipatoryLearning/MakingProgress/tabid/12543/Default.aspx\">Making Progress: Rethinking State and School District Policies Concerning Mobile Technologies and Social Media\u003c/a>, which clearly states, \"Before steps are taken to impose limits on the use of social media and mobile technologies in schools, policymakers and educators need to consider the consequences for learning that such restrictions would produce... Such action should carefully consider the advantages of social media for learning and that these guidelines for responsible use bring media into mentored environments where they can be safely explored and shared.\"\u003c/li>\n\u003cli>\u003cstrong>CREATE A DIALOGUE. \u003c/strong>Start a conversation with people who manage the filtering system. \"A lot of policies have been in place for 10 years or more,\" Luhtala said. \"Sometimes they assume products are inherently bad, but if they understand that they can be tools for learning, they can see constructive purposes.\"\u003c/li>\n\u003cli>\u003cstrong>GET AN EARLY ADOPTER ON BOARD AND TAKE BABY STEPS. \u003c/strong>Collaborate with an innovator, and see if you can work on a project that includes a site you want unblocked. Get parent and school authorization to try out the pilot project and document the process along the way in order to share best practices. Try it out for five weeks and see how it goes.\u003c/li>\n\u003cli>\u003cstrong>USE AND SHARE RESOURCES. \u003c/strong>Read the \u003ca href=\"http://aasl.ala.org/essentiallinks/index.php?title=Main_Page\">American Association of School Librarian's Essential Resources site \u003c/a>and add your own resources to help others spread the message and educate other educators.\u003c/li>\n\u003cli>\u003cstrong>WADE INTO SOCIAL MEDIA. \u003c/strong>For those who have yet to start using social media with students, Luhtala suggests \"take steps to try to understand what all the fuss is about.\" But that will take time and training, as one survey respondent pointed out. \"I believe it offers us potential opportunities to further engage our students. However, in order to maximize this potential we must provide teachers and students with additional trainings,\" the anonymous respondent wrote in the survey.\u003c/li>\n\u003c/ol>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>When you're ready to take action, \u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/dispelling-myths-about-blocked-websites-in-schools/\">here are the list of myths dispelled \u003c/a>directly by the Department of Education's Technology Director Karen Cator:\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Accessing YouTube is not violating CIPA rules.\u003c/strong> “Absolutely it’s not circumventing the rules,” Cator says. “The rule is to block inappropriate sites. All sorts of YouTube videos are helpful in explaining complex concepts or telling a story, or for hearing an expert or an authentic voice — they present learning opportunities that are really helpful.”\u003c/li>\n\u003cli>\u003cstrong>Websites don’t have to be blocked for teachers\u003c/strong>. “Some of the comments I saw online had to do with teachers wondering why they can’t access these sites,” she says. “They absolutely can. There’s nothing that says that sites have to be blocked for adults.”\u003c/li>\n\u003cli>\u003cstrong>Broad filters are not helpful\u003c/strong>. “What we have had is what I consider brute force technologies that shut down wide swaths of the Internet, like all of YouTube, for example. Or they may shut down anything that has anything to do with social media, or anything that is a game,” she said. “These broad filters aren’t actually very helpful, because we need much more nuanced filtering.”\u003c/li>\n\u003cli>\u003cstrong>Schools will not lose \u003ca href=\"http://www.fcc.gov/learnnet/\">E-rate\u003c/a> funding by unblocking appropriate sites. \u003c/strong>Cator said she’s never heard of a school losing E-rate funding due to allowing appropriate sites blocked by filters. See the excerpt below from the \u003ca href=\"http://www.ed.gov/technology/netp-2010\">National Education Technology Plan\u003c/a>, approved by officials who dictate E-rate rules.\u003c/li>\n\u003cli>\u003cstrong>Kids need to be taught how to be responsible digital citizens. \u003c/strong>“[We need to] address the topic at school or home in the form of education,” Cator says. “How do we educate this generation of young people to be safe online, to be secure online, to protect their personal information, to understand privacy, and how that all plays out when they’re in an online space?”\u003c/li>\n\u003cli>\u003cstrong>Teachers should be trusted.\u003c/strong> “If the technology fails us and filters something appropriate and useful, and if teachers in their professional judgment think it’s appropriate, they should be able to show it,” she said. “Teachers need to impose their professional judgment on materials that are available to their students.”\u003c/li>\n\u003c/ul>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/24138/what-to-do-if-your-school-bans-a-useful-website","authors":["180"],"categories":["mindshift_192","mindshift_194","mindshift_195"],"tags":["mindshift_946","mindshift_20906","mindshift_427","mindshift_29","mindshift_227","mindshift_221"],"featImg":"mindshift_24159","label":"mindshift"},"mindshift_16297":{"type":"posts","id":"mindshift_16297","meta":{"index":"posts_1591205157","site":"mindshift","id":"16297","score":null,"sort":[1319561959000]},"guestAuthors":[],"slug":"when-school-web-filtering-comes-home","title":"When School Web Filtering Comes Home","publishDate":1319561959,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/facebook-students-and-teachers-a-question-of-free-speech/getty-5/\" rel=\"attachment wp-att-15000\">\u003cimg class=\"size-medium wp-image-15000\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/09/getty-300x200.jpg\" alt=\"\" width=\"300\" height=\"200\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Getty\u003c/p>\n\u003c/div>\n\u003cp>Schools that receive discounts for Internet access through the federal \u003ca href=\"http://transition.fcc.gov/learnnet/\">E-rate funding\u003c/a> are required to implement a number of measures, like creating an Internet safety policy and filtering and blocking access to certain types of online content. To that end, The Children's Internet Protection Act, \u003ca href=\"http://www.fcc.gov/guides/childrens-internet-protection-act\">CIPA\u003c/a>, addresses concerns about the type of online materials that children can access at school.\u003c/p>\n\u003cp>We've written several times about some of the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/eight-surprising-webites-schools-cant-access/\">frustration and confusion\u003c/a> that CIPA and filtering causes, and we've talked to the Department of Education's Karen Cator for \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/straight-from-the-doe-facts-about-blocking-sites-in-schools/\">clarification\u003c/a> about what the law really requires.\u003c/p>\n\u003cp>But as more schools begin to implement one-to-one computer programs, providing each student with a laptop or a net-book or even an iPad, there are new wrinkles in thinking about CIPA. After all, these devices are meant to be used at school \u003cem>and\u003c/em> at home.\u003c/p>\n\u003caside class=\"pullquote alignleft\">But are schools actually \u003cem>required\u003c/em> to install filtering on computing devices that head home?\u003c/aside>\n\u003cp>Currently most schools filter their network. There are a number of ways in which they do this, and a number of companies that they turn to for the technology to do so.\u003c/p>\n\u003cp>But if schools are just filtering the Internet on the premises, what happens when students take their computers home? How do schools monitor or block access to Web sites when students are using\u003c!--more--> their school-provided laptops on their family's home networks? And are they even required to do so?\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Some schools with one-to-one programs have installed filtering software onto the devices they send home. Such is the case beginning this year for the laptops that are distributed to students in Casper, Wyoming's Natrona County School District. The school district has had a one-to-one program for a number of years. In the past, the permission slips that went home with the devices at the beginning of the school year made certain that parents were aware that the devices had no filtering software installed. Parents had to sign that they \"accept full responsibility for supervision when my child's Internet use is not in a school setting.\"\u003c/p>\n\u003cp>But the school district has opted this year to \u003ca href=\"http://trib.com/opinion/editorial/article_b57e9a4d-29d0-5219-841c-2364b21a2158.html\">expand its filtering efforts\u003c/a> by adding social networking sites to the list of blocked sites, and by installing filtering software directly onto every Apple laptop that each 6th- through 12th-grader receives. That means that when those district-owned computers are at home, the filtering is still in place.\u003c/p>\n\u003cp>According to Mark Antrim, Associate Superintendent for Facilities and Technology, the change in the way in which Natrona County School District handles its filtering was largely a response to parents' concerns about what their children were doing on the Internet at home.\u003c/p>\n\u003cp>But are schools actually \u003cem>required\u003c/em> to install filtering on computing devices that head home?\u003c/p>\n\u003cp>While CIPA does make it clear about the requirements to filter the Internet at schools and at libraries, it's not clear if this applies to the computers themselves. If schools are paying for 3G connectivity on these devices, then yes, CIPA applies. Otherwise \"it's a gray area,\" a spokesperson from the FCC told me. The agency is working on clarifying how the rules on filtering apply in these sorts of cases.\u003c/p>\n\u003cp>It's going to be an increasingly important issue that the FCC tackles, particularly as one-to-one programs proliferate. As it currently stands, different schools are adopting different approaches to filtering on one-to-one devices, some opting to install software on the devices, others leaving it up to parents to monitor what kids do when they're using the computers at home.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>We'd love to hear from readers what policies come with their take-home devices.\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1319561966,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":14,"wordCount":624},"headData":{"title":"When School Web Filtering Comes Home | KQED","description":"Getty Schools that receive discounts for Internet access through the federal E-rate funding are required to implement a number of measures, like creating an Internet safety policy and filtering and blocking access to certain types of online content. To that end, The Children's Internet Protection Act, CIPA, addresses concerns about the type of online materials","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"When School Web Filtering Comes Home","datePublished":"2011-10-25T16:59:19.000Z","dateModified":"2011-10-25T16:59:26.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"16297 http://blogs.kqed.org/mindshift/?p=16297","disqusUrl":"https://ww2.kqed.org/mindshift/2011/10/25/when-school-web-filtering-comes-home/","disqusTitle":"When School Web Filtering Comes Home","path":"/mindshift/16297/when-school-web-filtering-comes-home","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/facebook-students-and-teachers-a-question-of-free-speech/getty-5/\" rel=\"attachment wp-att-15000\">\u003cimg class=\"size-medium wp-image-15000\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/09/getty-300x200.jpg\" alt=\"\" width=\"300\" height=\"200\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Getty\u003c/p>\n\u003c/div>\n\u003cp>Schools that receive discounts for Internet access through the federal \u003ca href=\"http://transition.fcc.gov/learnnet/\">E-rate funding\u003c/a> are required to implement a number of measures, like creating an Internet safety policy and filtering and blocking access to certain types of online content. To that end, The Children's Internet Protection Act, \u003ca href=\"http://www.fcc.gov/guides/childrens-internet-protection-act\">CIPA\u003c/a>, addresses concerns about the type of online materials that children can access at school.\u003c/p>\n\u003cp>We've written several times about some of the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/eight-surprising-webites-schools-cant-access/\">frustration and confusion\u003c/a> that CIPA and filtering causes, and we've talked to the Department of Education's Karen Cator for \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/straight-from-the-doe-facts-about-blocking-sites-in-schools/\">clarification\u003c/a> about what the law really requires.\u003c/p>\n\u003cp>But as more schools begin to implement one-to-one computer programs, providing each student with a laptop or a net-book or even an iPad, there are new wrinkles in thinking about CIPA. After all, these devices are meant to be used at school \u003cem>and\u003c/em> at home.\u003c/p>\n\u003caside class=\"pullquote alignleft\">But are schools actually \u003cem>required\u003c/em> to install filtering on computing devices that head home?\u003c/aside>\n\u003cp>Currently most schools filter their network. There are a number of ways in which they do this, and a number of companies that they turn to for the technology to do so.\u003c/p>\n\u003cp>But if schools are just filtering the Internet on the premises, what happens when students take their computers home? How do schools monitor or block access to Web sites when students are using\u003c!--more--> their school-provided laptops on their family's home networks? And are they even required to do so?\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Some schools with one-to-one programs have installed filtering software onto the devices they send home. Such is the case beginning this year for the laptops that are distributed to students in Casper, Wyoming's Natrona County School District. The school district has had a one-to-one program for a number of years. In the past, the permission slips that went home with the devices at the beginning of the school year made certain that parents were aware that the devices had no filtering software installed. Parents had to sign that they \"accept full responsibility for supervision when my child's Internet use is not in a school setting.\"\u003c/p>\n\u003cp>But the school district has opted this year to \u003ca href=\"http://trib.com/opinion/editorial/article_b57e9a4d-29d0-5219-841c-2364b21a2158.html\">expand its filtering efforts\u003c/a> by adding social networking sites to the list of blocked sites, and by installing filtering software directly onto every Apple laptop that each 6th- through 12th-grader receives. That means that when those district-owned computers are at home, the filtering is still in place.\u003c/p>\n\u003cp>According to Mark Antrim, Associate Superintendent for Facilities and Technology, the change in the way in which Natrona County School District handles its filtering was largely a response to parents' concerns about what their children were doing on the Internet at home.\u003c/p>\n\u003cp>But are schools actually \u003cem>required\u003c/em> to install filtering on computing devices that head home?\u003c/p>\n\u003cp>While CIPA does make it clear about the requirements to filter the Internet at schools and at libraries, it's not clear if this applies to the computers themselves. If schools are paying for 3G connectivity on these devices, then yes, CIPA applies. Otherwise \"it's a gray area,\" a spokesperson from the FCC told me. The agency is working on clarifying how the rules on filtering apply in these sorts of cases.\u003c/p>\n\u003cp>It's going to be an increasingly important issue that the FCC tackles, particularly as one-to-one programs proliferate. As it currently stands, different schools are adopting different approaches to filtering on one-to-one devices, some opting to install software on the devices, others leaving it up to parents to monitor what kids do when they're using the computers at home.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>We'd love to hear from readers what policies come with their take-home devices.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/16297/when-school-web-filtering-comes-home","authors":["4352"],"categories":["mindshift_195"],"tags":["mindshift_427","mindshift_227","mindshift_750"],"featImg":"mindshift_15000","label":"mindshift"},"mindshift_10902":{"type":"posts","id":"mindshift_10902","meta":{"index":"posts_1591205157","site":"mindshift","id":"10902","score":null,"sort":[1303840493000]},"guestAuthors":[],"slug":"straight-from-the-doe-facts-about-blocking-sites-in-schools","title":"Straight from the DOE: Dispelling Myths About Blocked Sites","publishDate":1303840493,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cimg class=\"size-medium wp-image-10971\" title=\"10_11.15_newtech_0606\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/04/10_11.15_newtech_06061-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/p>\n\u003cp>Over the past few weeks, I've been hearing from frustrated teachers about \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/eight-surprising-webites-schools-cant-access/\">surprising websites their schools block\u003c/a> -- everything from National Geographic to Skype. One even wrote in to say that \u003ca href=\"http://commoncore.org\">CommonCore.org\u003c/a> was blocked.\u003c/p>\n\u003cp>A few readers questioned the judgment of teachers who use their own mobile devices to allow their students access to blocked sites. One reader,\u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/eight-surprising-webites-schools-cant-access/#comments\"> identified as Cwells67\u003c/a>, goes so far as to claim: \"If we do not block inappropriate sites 'to the extent practicable,' meaning 'if you can block inappropriate sites, you are legally bound to block them,' we will lose ALL FEDERAL FUNDING.\"\u003c/p>\n\u003cp>To clear up some of the confusion around these comments and assertions, I went straight to the top: the Department of Education's Director of Education Technology, Karen Cator.\u003c/p>\n\u003cp>Cator parsed the rules of the \u003ca href=\"http://www.fcc.gov/cgb/consumerfacts/cipa.html\">Childrens Internet Protection Act\u003c/a>, and provided guidance for teachers on how to proceed when it comes to interpreting the rules. To that end, here are six surprising rules that educators, administrators, parents and students might not know about website filtering in schools.\u003c/p>\n\u003col>\n\u003cli>\u003cspan style=\"color: #3366ff;\">\u003cstrong>Accessing YouTube is not violating CIPA rules.\u003c/strong>\u003c/span> \"Absolutely it’s not circumventing the rules,\" Cator says. \"The rule is to block inappropriate sites. All sorts of YouTube videos are helpful in explaining complex concepts or telling a story, or for hearing an expert or an authentic voice -- they present learning opportunities that are really helpful.\"\u003c/li>\n\u003cli>\u003cspan style=\"color: #3366ff;\">\u003cstrong>Websites don't have to be blocked for teachers\u003c/strong>.\u003c/span> \"Some of the comments I saw online had to do with teachers wondering why they can’t access these sites,\" she says. \"They absolutely can. There’s nothing that says that sites have to be blocked for adults.\"\u003c/li>\n\u003cli>\u003cspan style=\"color: #3366ff;\">\u003cstrong>Broad filters are not helpful\u003c/strong>.\u003c/span> \"What we have had is what I consider brute force technologies that shut down wide swaths of the Internet, like all of YouTube, for example. Or they may shut down anything that has anything to do with social media, or anything that is a game,\" she said. \"These broad filters aren’t actually very helpful, because we need much more nuanced filtering.\"\u003c/li>\n\u003cli>\u003cstrong>\u003cspan style=\"color: #3366ff;\">Schools will not lose \u003ca href=\"http://www.fcc.gov/learnnet/\">E-rate\u003c/a> funding by unblocking appropriate sites.\u003c/span> \u003c/strong>Cator said she's never heard of a school losing E-rate funding due to allowing appropriate sites blocked by filters. See the excerpt below from the \u003ca href=\"http://www.ed.gov/technology/netp-2010\">National Education Technology Plan\u003c/a>, approved by officials who dictate E-rate rules.\u003c/li>\n\u003cli>\u003cstrong>\u003cspan style=\"color: #3366ff;\">Kids need to be taught how to be responsible digital citizens.\u003c/span> \u003c/strong>\"[We need to] address the topic at school or home in the form of education,\" Cator says. \"How do we educate this generation of young people to be safe online, to be secure online, to protect their personal information, to understand privacy, and how that all plays out when they’re in an online space?\"\u003c/li>\n\u003cli>\u003cspan style=\"color: #3366ff;\">\u003cstrong>Teachers should be trusted.\u003c/strong>\u003c/span> \"If the technology fails us and filters something appropriate and useful, and if teachers in their professional judgment think it's appropriate, they should be able to show it,\" she said. \"Teachers need to impose their professional judgment on materials that are available to their students.\"\u003c/li>\n\u003c/ol>\n\u003cp>Here's the full transcript of my Q&A with Karen Cator.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Please describe what CIPA does and does not mandate.\u003c/strong>\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">A. CIPA does require that any school that funds Internet access or their internal network connections with E-rate has to implement filters to block students' access to content that could be harmful to minors.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">The best way of thinking about this whole topic is in terms of \"rules, tools and schools.\"\u003cbr>\nThere are rules in place for a good reason. CIPA does require that we block or filter inappropriate sites, \u003cstrong>but if sites are found that are deemed appropriate they can be unblocked\u003c/strong>. So having the process in place for unblocking sites is definitely important.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Is it illegal for teachers to access these sites, too? \u003c/strong>\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">A. These sites don’t have to be blocked for teachers. Some of the comments I saw online had to do with teachers wondering why they can’t access these sites. They absolutely can. There’s nothing that says that sites have to be blocked for adults.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\u003cstrong>Rules are in place to attempt to protect minors form inappropriate materials.\u003c/strong> We also need school-based rules -- usually in the form of acceptable use policies that students sign that say, “I will use this computer or access the Internet, and I agree to abide by rules in my school.\" Sometimes it will say that if you come across something inappropriate that you shut it down immediately and tell an adult.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\u003c!--more-->\u003c/p>\n\u003cp style=\"padding-left: 30px;\">The second way to address this topic is by thinking about tools. These are technology tools that are put in place to filter sites that are inappropriate. These filters are getting better and better. What we have had is what I consider brute force technologies that shut down wide swaths of the Internet, like all of YouTube, for example. Or they may shut down anything that has anything to do with social media, or anything that is a game. These broad filters aren’t actually very helpful, because we need much more nuanced filtering. Better filters would be incredibly helpful.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">The third way to address the topic is at school or home in the form of education.\u003cbr>\nHow do we educate this generation of young people to be safe online, to be secure online, to protect their personal information, to understand privacy, and how that all plays out when they’re in an online space. We also want students to be nice to each other, and not to engage in bullying, in an online space where their voice is amplified and persistent. We want students to grow up to be good digital citizen.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">So there are rules that are in place, the technology tools in the form of more intelligent filters, and then it is an absolute necessity to provide good digital education for this generation of students. And that requires providing professional development for adults working with these students.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Just to be clear, are schools or teachers circumventing rules if they show YouTube videos or other blocked sites to students?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">A. Absolutely it’s not circumventing the rules. The rule is to block inappropriate sites. If the technology fails us and filters something appropriate and useful, and if teachers in their professional judgment think it's appropriate, they should be able to show it. Teachers need to impose their professional judgment on materials that are available to their students.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">All sorts of YouTube videos are helpful in explaining complex concepts or telling a story, or for hearing an expert or an authentic voice -- they present learning opportunities that are really helpful.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp style=\"padding-left: 30px;\">If a filtering system is not intelligent enough to sort sites out, then the teacher is the next best one to do so. If a site is blocked for a teacher, then the I.T. person can unblock it if that’s the way the network is set up.\u003c/p>\n\u003ch4>From the DOE's National Education Technology Plan:\u003c/h4>\n\u003ch5>\u003cem>Balancing Connectivity and Student Safety on the Internet\u003c/em>\u003c/h5>\n\u003cblockquote>\u003cp>E-Rate is a federal program that supports connectivity in elementary and secondary schools and libraries by providing discounts on Internet access, telecommunications services, internal network connections, and basic maintenance. Schools, school districts, and consortia can receive discounts on these services ranging from 20 to 90 percent depending on their level of poverty and geographic location.\u003c/p>\n\u003cp>Schools’ eligibility for E-Rate money is contingent on compliance with several federal laws designed to ensure student privacy and safety on the Internet. The Children’s Internet Protection Act (CIPA) requires any school that funds Internet access or internal network connections with E-Rate money to implement filters that block students’ access to content that may be harmful to minors, including obscenity and pornography. CIPA also requires schools receiving E-Rate discounts to teach online safety to students and to monitor their online activities.\u003c/p>\n\u003cp>\u003cstrong>Ensuring student safety on the Internet is a critical concern, but many filters designed to protect students also block access to legitimate learning content and such tools as blogs, wikis, and social networks that have the potential to support student learning and engagement. \u003c/strong>More flexible, intelligent filtering systems can give teachers (to whom CIPA restrictions do not apply) access to educationally valuable content. On the other end of the spectrum, some schools and districts filter students’ online activities with proxy servers that meet CIPA requirements but are easy to get around, minimizing their utility for managing and monitoring students’ online activity.\u003c/p>\n\u003cp>CIPA also has posed challenges to accessing school networks through students’ own cell phones, laptop computers, and other Internet access devices to support learning activities when schools cannot afford to purchase devices for each student. Applying CIPA-required network filters to a variety of student-owned devices is a technical challenge that may take schools months or years to implement. However, districts such as Florida’s Escambia County Schools have created technical solutions and accompanying acceptable use policies (AUPs) that comply with CIPA regulations, allowing Web-based learning on student devices to run on networks supported by federal E-Rate funding.\u003c/p>\n\u003cp>Source: Universal Service Administrative Company 2008.\u003c/p>\u003c/blockquote>\n\n","blocks":[],"excerpt":"The Child Internet Protection Act requires that schools receiving federal funding from E-rate block inappropriate websites. But, as the D.O.E’s Karen Cator explains, that shouldn’t stop teachers from sharing rich educational resources with their students. ","status":"publish","parent":0,"modified":1308769356,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":16,"wordCount":1551},"headData":{"title":"Straight from the DOE: Dispelling Myths About Blocked Sites | KQED","description":"The Child Internet Protection Act requires that schools receiving federal funding from E-rate block inappropriate websites. But, as the D.O.E’s Karen Cator explains, that shouldn’t stop teachers from sharing rich educational resources with their students. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Straight from the DOE: Dispelling Myths About Blocked Sites","datePublished":"2011-04-26T17:54:53.000Z","dateModified":"2011-06-22T19:02:36.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"10902 http://blogs.kqed.org/mindshift/?p=10902","disqusUrl":"https://ww2.kqed.org/mindshift/2011/04/26/straight-from-the-doe-facts-about-blocking-sites-in-schools/","disqusTitle":"Straight from the DOE: Dispelling Myths About Blocked Sites","path":"/mindshift/10902/straight-from-the-doe-facts-about-blocking-sites-in-schools","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cimg class=\"size-medium wp-image-10971\" title=\"10_11.15_newtech_0606\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/04/10_11.15_newtech_06061-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/p>\n\u003cp>Over the past few weeks, I've been hearing from frustrated teachers about \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/eight-surprising-webites-schools-cant-access/\">surprising websites their schools block\u003c/a> -- everything from National Geographic to Skype. One even wrote in to say that \u003ca href=\"http://commoncore.org\">CommonCore.org\u003c/a> was blocked.\u003c/p>\n\u003cp>A few readers questioned the judgment of teachers who use their own mobile devices to allow their students access to blocked sites. One reader,\u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/eight-surprising-webites-schools-cant-access/#comments\"> identified as Cwells67\u003c/a>, goes so far as to claim: \"If we do not block inappropriate sites 'to the extent practicable,' meaning 'if you can block inappropriate sites, you are legally bound to block them,' we will lose ALL FEDERAL FUNDING.\"\u003c/p>\n\u003cp>To clear up some of the confusion around these comments and assertions, I went straight to the top: the Department of Education's Director of Education Technology, Karen Cator.\u003c/p>\n\u003cp>Cator parsed the rules of the \u003ca href=\"http://www.fcc.gov/cgb/consumerfacts/cipa.html\">Childrens Internet Protection Act\u003c/a>, and provided guidance for teachers on how to proceed when it comes to interpreting the rules. To that end, here are six surprising rules that educators, administrators, parents and students might not know about website filtering in schools.\u003c/p>\n\u003col>\n\u003cli>\u003cspan style=\"color: #3366ff;\">\u003cstrong>Accessing YouTube is not violating CIPA rules.\u003c/strong>\u003c/span> \"Absolutely it’s not circumventing the rules,\" Cator says. \"The rule is to block inappropriate sites. All sorts of YouTube videos are helpful in explaining complex concepts or telling a story, or for hearing an expert or an authentic voice -- they present learning opportunities that are really helpful.\"\u003c/li>\n\u003cli>\u003cspan style=\"color: #3366ff;\">\u003cstrong>Websites don't have to be blocked for teachers\u003c/strong>.\u003c/span> \"Some of the comments I saw online had to do with teachers wondering why they can’t access these sites,\" she says. \"They absolutely can. There’s nothing that says that sites have to be blocked for adults.\"\u003c/li>\n\u003cli>\u003cspan style=\"color: #3366ff;\">\u003cstrong>Broad filters are not helpful\u003c/strong>.\u003c/span> \"What we have had is what I consider brute force technologies that shut down wide swaths of the Internet, like all of YouTube, for example. Or they may shut down anything that has anything to do with social media, or anything that is a game,\" she said. \"These broad filters aren’t actually very helpful, because we need much more nuanced filtering.\"\u003c/li>\n\u003cli>\u003cstrong>\u003cspan style=\"color: #3366ff;\">Schools will not lose \u003ca href=\"http://www.fcc.gov/learnnet/\">E-rate\u003c/a> funding by unblocking appropriate sites.\u003c/span> \u003c/strong>Cator said she's never heard of a school losing E-rate funding due to allowing appropriate sites blocked by filters. See the excerpt below from the \u003ca href=\"http://www.ed.gov/technology/netp-2010\">National Education Technology Plan\u003c/a>, approved by officials who dictate E-rate rules.\u003c/li>\n\u003cli>\u003cstrong>\u003cspan style=\"color: #3366ff;\">Kids need to be taught how to be responsible digital citizens.\u003c/span> \u003c/strong>\"[We need to] address the topic at school or home in the form of education,\" Cator says. \"How do we educate this generation of young people to be safe online, to be secure online, to protect their personal information, to understand privacy, and how that all plays out when they’re in an online space?\"\u003c/li>\n\u003cli>\u003cspan style=\"color: #3366ff;\">\u003cstrong>Teachers should be trusted.\u003c/strong>\u003c/span> \"If the technology fails us and filters something appropriate and useful, and if teachers in their professional judgment think it's appropriate, they should be able to show it,\" she said. \"Teachers need to impose their professional judgment on materials that are available to their students.\"\u003c/li>\n\u003c/ol>\n\u003cp>Here's the full transcript of my Q&A with Karen Cator.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Please describe what CIPA does and does not mandate.\u003c/strong>\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">A. CIPA does require that any school that funds Internet access or their internal network connections with E-rate has to implement filters to block students' access to content that could be harmful to minors.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">The best way of thinking about this whole topic is in terms of \"rules, tools and schools.\"\u003cbr>\nThere are rules in place for a good reason. CIPA does require that we block or filter inappropriate sites, \u003cstrong>but if sites are found that are deemed appropriate they can be unblocked\u003c/strong>. So having the process in place for unblocking sites is definitely important.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Is it illegal for teachers to access these sites, too? \u003c/strong>\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">A. These sites don’t have to be blocked for teachers. Some of the comments I saw online had to do with teachers wondering why they can’t access these sites. They absolutely can. There’s nothing that says that sites have to be blocked for adults.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\u003cstrong>Rules are in place to attempt to protect minors form inappropriate materials.\u003c/strong> We also need school-based rules -- usually in the form of acceptable use policies that students sign that say, “I will use this computer or access the Internet, and I agree to abide by rules in my school.\" Sometimes it will say that if you come across something inappropriate that you shut it down immediately and tell an adult.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\u003c!--more-->\u003c/p>\n\u003cp style=\"padding-left: 30px;\">The second way to address this topic is by thinking about tools. These are technology tools that are put in place to filter sites that are inappropriate. These filters are getting better and better. What we have had is what I consider brute force technologies that shut down wide swaths of the Internet, like all of YouTube, for example. Or they may shut down anything that has anything to do with social media, or anything that is a game. These broad filters aren’t actually very helpful, because we need much more nuanced filtering. Better filters would be incredibly helpful.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">The third way to address the topic is at school or home in the form of education.\u003cbr>\nHow do we educate this generation of young people to be safe online, to be secure online, to protect their personal information, to understand privacy, and how that all plays out when they’re in an online space. We also want students to be nice to each other, and not to engage in bullying, in an online space where their voice is amplified and persistent. We want students to grow up to be good digital citizen.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">So there are rules that are in place, the technology tools in the form of more intelligent filters, and then it is an absolute necessity to provide good digital education for this generation of students. And that requires providing professional development for adults working with these students.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Just to be clear, are schools or teachers circumventing rules if they show YouTube videos or other blocked sites to students?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">A. Absolutely it’s not circumventing the rules. The rule is to block inappropriate sites. If the technology fails us and filters something appropriate and useful, and if teachers in their professional judgment think it's appropriate, they should be able to show it. Teachers need to impose their professional judgment on materials that are available to their students.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">All sorts of YouTube videos are helpful in explaining complex concepts or telling a story, or for hearing an expert or an authentic voice -- they present learning opportunities that are really helpful.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">If a filtering system is not intelligent enough to sort sites out, then the teacher is the next best one to do so. If a site is blocked for a teacher, then the I.T. person can unblock it if that’s the way the network is set up.\u003c/p>\n\u003ch4>From the DOE's National Education Technology Plan:\u003c/h4>\n\u003ch5>\u003cem>Balancing Connectivity and Student Safety on the Internet\u003c/em>\u003c/h5>\n\u003cblockquote>\u003cp>E-Rate is a federal program that supports connectivity in elementary and secondary schools and libraries by providing discounts on Internet access, telecommunications services, internal network connections, and basic maintenance. Schools, school districts, and consortia can receive discounts on these services ranging from 20 to 90 percent depending on their level of poverty and geographic location.\u003c/p>\n\u003cp>Schools’ eligibility for E-Rate money is contingent on compliance with several federal laws designed to ensure student privacy and safety on the Internet. The Children’s Internet Protection Act (CIPA) requires any school that funds Internet access or internal network connections with E-Rate money to implement filters that block students’ access to content that may be harmful to minors, including obscenity and pornography. CIPA also requires schools receiving E-Rate discounts to teach online safety to students and to monitor their online activities.\u003c/p>\n\u003cp>\u003cstrong>Ensuring student safety on the Internet is a critical concern, but many filters designed to protect students also block access to legitimate learning content and such tools as blogs, wikis, and social networks that have the potential to support student learning and engagement. \u003c/strong>More flexible, intelligent filtering systems can give teachers (to whom CIPA restrictions do not apply) access to educationally valuable content. On the other end of the spectrum, some schools and districts filter students’ online activities with proxy servers that meet CIPA requirements but are easy to get around, minimizing their utility for managing and monitoring students’ online activity.\u003c/p>\n\u003cp>CIPA also has posed challenges to accessing school networks through students’ own cell phones, laptop computers, and other Internet access devices to support learning activities when schools cannot afford to purchase devices for each student. Applying CIPA-required network filters to a variety of student-owned devices is a technical challenge that may take schools months or years to implement. However, districts such as Florida’s Escambia County Schools have created technical solutions and accompanying acceptable use policies (AUPs) that comply with CIPA regulations, allowing Web-based learning on student devices to run on networks supported by federal E-Rate funding.\u003c/p>\n\u003cp>Source: Universal Service Administrative Company 2008.\u003c/p>\u003c/blockquote>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/10902/straight-from-the-doe-facts-about-blocking-sites-in-schools","authors":["180"],"categories":["mindshift_195"],"tags":["mindshift_427","mindshift_227","mindshift_221"],"featImg":"mindshift_10971","label":"mindshift"},"mindshift_10248":{"type":"posts","id":"mindshift_10248","meta":{"index":"posts_1591205157","site":"mindshift","id":"10248","score":null,"sort":[1302201091000]},"guestAuthors":[],"slug":"eight-surprising-webites-schools-cant-access","title":"Eight Surprising Websites That Schools Can't Access","publishDate":1302201091,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ca rel=\"attachment wp-att-10260\" href=\"http://ww2.kqed.org/mindshift/2011/04/eight-surprising-webites-schools-cant-access/getty-2/\">\u003cimg class=\"aligncenter size-medium wp-image-10260\" title=\"getty\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/04/getty-300x200.jpg\" alt=\"\" width=\"300\" height=\"200\">\u003c/a>We know most schools block YouTube, Facebok, and social networking sites because of child protection laws. And we know students \u003ca href=\"../2011/04/students-complain-about-archaic-internet-blocking-rules/\">are unhappy about this\u003c/a>.\u003c/p>\n\u003cp>But we wondered what other sites that can potentially be rich educational resources were blocked from schools that filter the Web. We asked teachers and here's what we heard back.\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://www.skype.com/intl/en-us/home\">\u003cstrong>SKYPE\u003c/strong>\u003c/a>. \"I think this would be wonderful in the classroom,\" the reader says. She's right. \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/video-chats-takes-students-to-other-worlds/\">Lots of teachers\u003c/a> do use Skype to communicate with schools across the globe.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.nationalgeographic.com/\">NATIONAL GEOGRAPHIC\u003c/a>. \u003c/strong>The \"\u003ca href=\"http://kids.nationalgeographic.com/kids/?source=NavKidsHome\">Kids\"\u003c/a> section alone provides a huge trove of beautiful presentations about wildlife, children's literature, and cultures around the world.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://edu.glogster.com/\">GLOGSTER\u003c/a>\u003c/strong>. Educators and students can use this collaborative digital media site to create everything from videos about American presidents to interactive economics quiz.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.dropbox.com/\">DROPBOX\u003c/a> AND OTHER FILE-SHARING SITES\u003c/strong>. An easy way to send files, homework, assignments, and projects back and forth between students and teachers.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"googleblog.blogspot.com\">BLOGSPOT \u003c/a>AND OTHER PERSONAL BLOGGING PLATFORMS.\u003c/strong> One teacher says his site is flagged as \"porn,\" and another says her students use blocked access as an excuse not to do their homework. Class blogs -- most of them free and simple to set up -- are another great way for educators and students to communicate, participate in class discussions, and share information.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2010/12/salman-khan-teaches-the-world-one-youtube-video-at-a-time/\">KHAN ACADEMY\u003c/a>. \u003c/strong>By virtue of the fact that the videos are hosted on YouTube, one teacher says none of these highly informative and engaging videos that describe everything from the Pythagorean Theorem to the cause and effect of the credit crisis, are available in her school.\u003c/li>\n\u003cli>\u003ca href=\"http://www.flickr.com/\">\u003cstrong>FLICKR\u003c/strong>\u003c/a>. Want to show your photography teacher your photo assignment? Or participate in a collaborative project that includes photo-tagging? That's a rhetorical question in one teacher's case.\u003c/li>\n\u003cli>\u003ca href=\"http://www.freedom-to-tinker.com/\">\u003cstrong>FREEDOM TO TINKER\u003c/strong>.\u003c/a> This site is \"hosted by Princeton's \u003ca href=\"http://citp.princeton.edu/\">Center for Information Technology Policy\u003c/a>, a research center that studies digital technologies in public life. You'll find comment and analysis from the digital frontier, written by the Center's faculty, students, and friends.\"\u003c/li>\n\u003c/ul>\n\u003cp>Even the Department of Education realizes that blocked sites impede learning. Here's Karen Cator, the director of Education Technology at the D.O.E. in a \u003ca href=\"http://ww2.kqed.org/mindshift/2010/12/the-does-guide-to-allowing-online-access-in-schools/\">recent MindShift interview\u003c/a>:\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\"The bottom line is that we do need to figure out how kids can be safe and out of harm’s way and not exposed to inappropriate materials online. \u003cstrong>But the filtering programs we have are fairly rudimentary. We need more intelligent filtering programs, safer search environments, smarter technologies so that people aren’t just shutting down large swaths of the Internet. \u003c/strong>There’s a lot on YouTube, for example, that could be safe and really instructive, but since it’s just in one bucket, a lot of schools just shut down YouTube.\"\u003c/p>\n\u003cp>Frustrated educators are finding workarounds. Emma Dunbar, a middle school teacher in San Francisco, says she's lucky enough to have an LCD projector and an ELMO visual presenter.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"I have an iPhone, which has YouTube for video and iTunes for podcasts and doesn't have any blocked Internet sites,\" she says. \"So if I want to share something with my class, I do it through my iPhone and don't even check on my district supplied computer anymore.\"\u003c/p>\n\u003cp>And as another reader points out: \"Things are increasingly interconnected and you might end up with blocking all access in the end.\"\u003c/p>\n\u003cp>What surprising sites are blocked in your school?\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>[Additional reporting by Audrey Watters.]\u003c/p>\n\n","blocks":[],"excerpt":"Much of the Internet is blocked in schools because of child protection laws. Blocking Facebook and YouTube is not that surprising, but some on this list are unexpected. ","status":"publish","parent":0,"modified":1303490652,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":10,"wordCount":575},"headData":{"title":"Eight Surprising Websites That Schools Can't Access | KQED","description":"Much of the Internet is blocked in schools because of child protection laws. Blocking Facebook and YouTube is not that surprising, but some on this list are unexpected. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Eight Surprising Websites That Schools Can't Access","datePublished":"2011-04-07T18:31:31.000Z","dateModified":"2011-04-22T16:44:12.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"10248 http://blogs.kqed.org/mindshift/?p=10248","disqusUrl":"https://ww2.kqed.org/mindshift/2011/04/07/eight-surprising-webites-schools-cant-access/","disqusTitle":"Eight Surprising Websites That Schools Can't Access","path":"/mindshift/10248/eight-surprising-webites-schools-cant-access","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca rel=\"attachment wp-att-10260\" href=\"http://ww2.kqed.org/mindshift/2011/04/eight-surprising-webites-schools-cant-access/getty-2/\">\u003cimg class=\"aligncenter size-medium wp-image-10260\" title=\"getty\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/04/getty-300x200.jpg\" alt=\"\" width=\"300\" height=\"200\">\u003c/a>We know most schools block YouTube, Facebok, and social networking sites because of child protection laws. And we know students \u003ca href=\"../2011/04/students-complain-about-archaic-internet-blocking-rules/\">are unhappy about this\u003c/a>.\u003c/p>\n\u003cp>But we wondered what other sites that can potentially be rich educational resources were blocked from schools that filter the Web. We asked teachers and here's what we heard back.\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://www.skype.com/intl/en-us/home\">\u003cstrong>SKYPE\u003c/strong>\u003c/a>. \"I think this would be wonderful in the classroom,\" the reader says. She's right. \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/video-chats-takes-students-to-other-worlds/\">Lots of teachers\u003c/a> do use Skype to communicate with schools across the globe.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.nationalgeographic.com/\">NATIONAL GEOGRAPHIC\u003c/a>. \u003c/strong>The \"\u003ca href=\"http://kids.nationalgeographic.com/kids/?source=NavKidsHome\">Kids\"\u003c/a> section alone provides a huge trove of beautiful presentations about wildlife, children's literature, and cultures around the world.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://edu.glogster.com/\">GLOGSTER\u003c/a>\u003c/strong>. Educators and students can use this collaborative digital media site to create everything from videos about American presidents to interactive economics quiz.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.dropbox.com/\">DROPBOX\u003c/a> AND OTHER FILE-SHARING SITES\u003c/strong>. An easy way to send files, homework, assignments, and projects back and forth between students and teachers.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"googleblog.blogspot.com\">BLOGSPOT \u003c/a>AND OTHER PERSONAL BLOGGING PLATFORMS.\u003c/strong> One teacher says his site is flagged as \"porn,\" and another says her students use blocked access as an excuse not to do their homework. Class blogs -- most of them free and simple to set up -- are another great way for educators and students to communicate, participate in class discussions, and share information.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2010/12/salman-khan-teaches-the-world-one-youtube-video-at-a-time/\">KHAN ACADEMY\u003c/a>. \u003c/strong>By virtue of the fact that the videos are hosted on YouTube, one teacher says none of these highly informative and engaging videos that describe everything from the Pythagorean Theorem to the cause and effect of the credit crisis, are available in her school.\u003c/li>\n\u003cli>\u003ca href=\"http://www.flickr.com/\">\u003cstrong>FLICKR\u003c/strong>\u003c/a>. Want to show your photography teacher your photo assignment? Or participate in a collaborative project that includes photo-tagging? That's a rhetorical question in one teacher's case.\u003c/li>\n\u003cli>\u003ca href=\"http://www.freedom-to-tinker.com/\">\u003cstrong>FREEDOM TO TINKER\u003c/strong>.\u003c/a> This site is \"hosted by Princeton's \u003ca href=\"http://citp.princeton.edu/\">Center for Information Technology Policy\u003c/a>, a research center that studies digital technologies in public life. You'll find comment and analysis from the digital frontier, written by the Center's faculty, students, and friends.\"\u003c/li>\n\u003c/ul>\n\u003cp>Even the Department of Education realizes that blocked sites impede learning. Here's Karen Cator, the director of Education Technology at the D.O.E. in a \u003ca href=\"http://ww2.kqed.org/mindshift/2010/12/the-does-guide-to-allowing-online-access-in-schools/\">recent MindShift interview\u003c/a>:\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\"The bottom line is that we do need to figure out how kids can be safe and out of harm’s way and not exposed to inappropriate materials online. \u003cstrong>But the filtering programs we have are fairly rudimentary. We need more intelligent filtering programs, safer search environments, smarter technologies so that people aren’t just shutting down large swaths of the Internet. \u003c/strong>There’s a lot on YouTube, for example, that could be safe and really instructive, but since it’s just in one bucket, a lot of schools just shut down YouTube.\"\u003c/p>\n\u003cp>Frustrated educators are finding workarounds. Emma Dunbar, a middle school teacher in San Francisco, says she's lucky enough to have an LCD projector and an ELMO visual presenter.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"I have an iPhone, which has YouTube for video and iTunes for podcasts and doesn't have any blocked Internet sites,\" she says. \"So if I want to share something with my class, I do it through my iPhone and don't even check on my district supplied computer anymore.\"\u003c/p>\n\u003cp>And as another reader points out: \"Things are increasingly interconnected and you might end up with blocking all access in the end.\"\u003c/p>\n\u003cp>What surprising sites are blocked in your school?\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>[Additional reporting by Audrey Watters.]\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/10248/eight-surprising-webites-schools-cant-access","authors":["180"],"categories":["mindshift_195"],"tags":["mindshift_427","mindshift_227"],"featImg":"mindshift_10260","label":"mindshift"},"mindshift_10147":{"type":"posts","id":"mindshift_10147","meta":{"index":"posts_1591205157","site":"mindshift","id":"10147","score":null,"sort":[1302023398000]},"guestAuthors":[],"slug":"students-complain-about-archaic-internet-blocking-rules","title":"Students Complain About Being Shut Out of the Internet","publishDate":1302023398,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ca href=\"http://www.tomorrow.org\">\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/husky/22167426/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-10155\" title=\"Husky\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/04/Husky-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\u003c/p>\n\u003cp>\u003cstrong>Project Tomorrow\u003c/strong>\u003cstrong> has just released the results\u003c/strong> of its \u003ca href=\"http://www.tomorrow.org/speakup/speakup_congress.html\">Speak Up 2010\u003c/a> survey that asked over 300,000 students (and 43,000 parents, 35,000 teachers, and 3,500 administrators) about their thoughts on technology and learning in the classroom. The results confirm what many of us already know: Children have access to a wide variety of technologies, both at home and at school.\u003c/p>\n\u003caside class=\"pullquote alignleft\"> Those rules were \"not created to keep students stuck in the past, educated in a disconnected environment that shares little resemblance to the real world.\"\u003c/aside>\n\u003cp>Take for example, these statistics comparing 6th graders today with those from just five years ago. In 2005, half of the 6th graders surveyed said they own a cellphone. Today, that same statistic holds true, but now an additional one-third say they own a smart phone. Almost 73% say they own an MP3 player, compared to just a third in 2005. Half of all 6th graders take tests online and three times as many have taken an online class as did in 2005.\u003c/p>\n\u003cp>Almost half of 6th grade girls and over a third of 6th grade boys say they regularly update their social networking profiles - up over 125% from five years ago. This, despite the fact that most 6th graders are not old enough to legally register on many of these sites.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>But here is the statistic I found particularly striking. In 2005, the 6th graders complained that the Internet at their school was too slow. Today, their number one complaint is that school filters and firewalls block the websites they need to do their school work. It wasn't just the main complaint of 6th graders -- 71% of high school students and 62% of middle school students said that greater access to the Internet was the number one thing their school could do to make it easier to use technology.\u003c/p>\n\u003cp>Of course, removing filters and blocks at school is easier said than done. \u003ca href=\"http://www.fcc.gov/cgb/consumerfacts/cipa.html\">CIPA\u003c/a>, the Children's Internet Protection Act, requires that schools and libraries receiving federal E-rate funding have protective measures in place when it comes to students' Internet access. But there's often a gap between the mandate for and the practice of filtering and blocking.\u003c/p>\n\u003cp>CIPA requires institutions have an Internet safety policy that addresses blocking or filtering access to images that are obscene, child pornography or harmful to minors (for computers that are accessed by minors). It requires a method for monitoring (not tracking) activities.\u003c/p>\n\u003cp>CIPA, along with the other regulations that are frequently invoked in discussions of blocking (namely \u003ca href=\"http://www2.ed.gov/policy/gen/guid/fpco/ferpa/index.html\">FERPA\u003c/a> and \u003ca href=\"http://www.coppa.org/\">COPPA\u003c/a>, both of which address data privacy), is meant to protect children online. But as teacher-educator Tom Whitby argues in a \u003ca href=\"http://tomwhitby.wordpress.com/2011/04/02/world%E2%80%99s-simplest-online-safety-policy/\">blog post\u003c/a>, \"World's Simplest Online Safety Policy,\" these regulations \"were not created to keep students stuck in the past, educated in a disconnected school environment that shares little resemblance to the real world for which we should be preparing our children. These acts do not say we can’t publish online student’s names, videos, work, pictures, etc. They do not prevent us from using social media, YouTube, email, or any of those things that may be blocked in many school districts. An important goal of education is to strive for \u003ca href=\"https://docs.google.com/document/d/1lTWnUyhcjRjTJlNdAt8OnwDNIdWA3t6fpf0wjNmpC6Q/21st%20century%20educators%20don't%20say%20hand%20it%20in,%20they%20say%20publish%20it\">creation and publication of content by students\u003c/a>. In today’s world technology and the Internet are an essential components of that process.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">There's often a gap between the mandate for and the practice of filtering and blocking.\u003c/aside>\n\u003cp>Based on the results from the Speak Up 2010 survey, students seem to realize that, even if schools and districts are reluctant to do so. As students' access to Internet -- for better or worse -- may be unrestricted at home, they are increasingly frustrated to find the tools they use the most are unavailable at school. Not surprisingly, many students also listed restrictions on cellphones as a major barrier to their technology usage at school. And while cellphones offer a lot of things (including, of course, access to teens' favorite communication platform, text-messaging), a data plan also means that a student can have access to sites that a school may block on its network.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Blocking and banning, Whitby argues, are just the \"easy way out,\" and schools need to do more to help teach kids how to behave and search responsibly online. How can schools navigate what seem to be very challenging waters, balancing the demands of students for more open access and fears from adults that they're not ready for it?\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1302031669,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":13,"wordCount":759},"headData":{"title":"Students Complain About Being Shut Out of the Internet | KQED","description":"Project Tomorrow has just released the results of its Speak Up 2010 survey that asked over 300,000 students (and 43,000 parents, 35,000 teachers, and 3,500 administrators) about their thoughts on technology and learning in the classroom. The results confirm what many of us already know: Children have access to a wide variety of technologies, both","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Students Complain About Being Shut Out of the Internet","datePublished":"2011-04-05T17:09:58.000Z","dateModified":"2011-04-05T19:27:49.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"10147 http://blogs.kqed.org/mindshift/?p=10147","disqusUrl":"https://ww2.kqed.org/mindshift/2011/04/05/students-complain-about-archaic-internet-blocking-rules/","disqusTitle":"Students Complain About Being Shut Out of the Internet","path":"/mindshift/10147/students-complain-about-archaic-internet-blocking-rules","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://www.tomorrow.org\">\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/husky/22167426/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-10155\" title=\"Husky\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/04/Husky-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\u003c/p>\n\u003cp>\u003cstrong>Project Tomorrow\u003c/strong>\u003cstrong> has just released the results\u003c/strong> of its \u003ca href=\"http://www.tomorrow.org/speakup/speakup_congress.html\">Speak Up 2010\u003c/a> survey that asked over 300,000 students (and 43,000 parents, 35,000 teachers, and 3,500 administrators) about their thoughts on technology and learning in the classroom. The results confirm what many of us already know: Children have access to a wide variety of technologies, both at home and at school.\u003c/p>\n\u003caside class=\"pullquote alignleft\"> Those rules were \"not created to keep students stuck in the past, educated in a disconnected environment that shares little resemblance to the real world.\"\u003c/aside>\n\u003cp>Take for example, these statistics comparing 6th graders today with those from just five years ago. In 2005, half of the 6th graders surveyed said they own a cellphone. Today, that same statistic holds true, but now an additional one-third say they own a smart phone. Almost 73% say they own an MP3 player, compared to just a third in 2005. Half of all 6th graders take tests online and three times as many have taken an online class as did in 2005.\u003c/p>\n\u003cp>Almost half of 6th grade girls and over a third of 6th grade boys say they regularly update their social networking profiles - up over 125% from five years ago. This, despite the fact that most 6th graders are not old enough to legally register on many of these sites.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>But here is the statistic I found particularly striking. In 2005, the 6th graders complained that the Internet at their school was too slow. Today, their number one complaint is that school filters and firewalls block the websites they need to do their school work. It wasn't just the main complaint of 6th graders -- 71% of high school students and 62% of middle school students said that greater access to the Internet was the number one thing their school could do to make it easier to use technology.\u003c/p>\n\u003cp>Of course, removing filters and blocks at school is easier said than done. \u003ca href=\"http://www.fcc.gov/cgb/consumerfacts/cipa.html\">CIPA\u003c/a>, the Children's Internet Protection Act, requires that schools and libraries receiving federal E-rate funding have protective measures in place when it comes to students' Internet access. But there's often a gap between the mandate for and the practice of filtering and blocking.\u003c/p>\n\u003cp>CIPA requires institutions have an Internet safety policy that addresses blocking or filtering access to images that are obscene, child pornography or harmful to minors (for computers that are accessed by minors). It requires a method for monitoring (not tracking) activities.\u003c/p>\n\u003cp>CIPA, along with the other regulations that are frequently invoked in discussions of blocking (namely \u003ca href=\"http://www2.ed.gov/policy/gen/guid/fpco/ferpa/index.html\">FERPA\u003c/a> and \u003ca href=\"http://www.coppa.org/\">COPPA\u003c/a>, both of which address data privacy), is meant to protect children online. But as teacher-educator Tom Whitby argues in a \u003ca href=\"http://tomwhitby.wordpress.com/2011/04/02/world%E2%80%99s-simplest-online-safety-policy/\">blog post\u003c/a>, \"World's Simplest Online Safety Policy,\" these regulations \"were not created to keep students stuck in the past, educated in a disconnected school environment that shares little resemblance to the real world for which we should be preparing our children. These acts do not say we can’t publish online student’s names, videos, work, pictures, etc. They do not prevent us from using social media, YouTube, email, or any of those things that may be blocked in many school districts. An important goal of education is to strive for \u003ca href=\"https://docs.google.com/document/d/1lTWnUyhcjRjTJlNdAt8OnwDNIdWA3t6fpf0wjNmpC6Q/21st%20century%20educators%20don't%20say%20hand%20it%20in,%20they%20say%20publish%20it\">creation and publication of content by students\u003c/a>. In today’s world technology and the Internet are an essential components of that process.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">There's often a gap between the mandate for and the practice of filtering and blocking.\u003c/aside>\n\u003cp>Based on the results from the Speak Up 2010 survey, students seem to realize that, even if schools and districts are reluctant to do so. As students' access to Internet -- for better or worse -- may be unrestricted at home, they are increasingly frustrated to find the tools they use the most are unavailable at school. Not surprisingly, many students also listed restrictions on cellphones as a major barrier to their technology usage at school. And while cellphones offer a lot of things (including, of course, access to teens' favorite communication platform, text-messaging), a data plan also means that a student can have access to sites that a school may block on its network.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Blocking and banning, Whitby argues, are just the \"easy way out,\" and schools need to do more to help teach kids how to behave and search responsibly online. How can schools navigate what seem to be very challenging waters, balancing the demands of students for more open access and fears from adults that they're not ready for it?\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/10147/students-complain-about-archaic-internet-blocking-rules","authors":["4352"],"categories":["mindshift_192"],"tags":["mindshift_427","mindshift_428","mindshift_227","mindshift_226","mindshift_429","mindshift_430"],"featImg":"mindshift_10155","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. 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You ask the questions. You decide what Bay Curious investigates. 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You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED MindShift: How We Will Learn","officialWebsiteLink":"/mindshift/","meta":{"site":"news","source":"kqed","order":"2"},"link":"/podcasts/mindshift","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5","npr":"https://www.npr.org/podcasts/464615685/mind-shift-podcast","stitcher":"https://www.stitcher.com/podcast/kqed/stories-teachers-share","spotify":"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"}},"morning-edition":{"id":"morning-edition","title":"Morning Edition","info":"\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. 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On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg","imageAlt":"On Our Watch from NPR and KQED","officialWebsiteLink":"/podcasts/onourwatch","meta":{"site":"news","source":"kqed","order":"1"},"link":"/podcasts/onourwatch","subscribe":{"apple":"https://podcasts.apple.com/podcast/id1567098962","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw","npr":"https://rpb3r.app.goo.gl/onourwatch","spotify":"https://open.spotify.com/show/0OLWoyizopu6tY1XiuX70x","tuneIn":"https://tunein.com/radio/On-Our-Watch-p1436229/","stitcher":"https://www.stitcher.com/show/on-our-watch","rss":"https://feeds.npr.org/510360/podcast.xml"}},"on-the-media":{"id":"on-the-media","title":"On The Media","info":"Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. 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