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Making my case for unfiltration: Images

I'm trying to convince my district to lax their filtration policies. Currently all blogs, social media sites, image hosting or searching sites, and many other online tools are blocked. I've met with and sent out emails to our tech directors and principals explaining my concerns. So far I haven't received any response to my emails and my face to face meetings haven't yielded any progress. I've decided to send out one email a week to the tech directors and principals explaining why various online tools should be unblocked. I'm also trying to work other angles (Curriculum directors, School Improvement Team) as well.  Here's this week's episode.

Image Hosting and Searching

Reasons for images being blocked (as I understand it)

Many image hosting (Flickr, Picasa, etc.) and searching applications (Google Images, Yahoo Images), even with a “Safe Search” setting turned on, will still occasionally turn up  inappropriate images. As a district, we want to prevent these images from being accessible to our students.

Reasons for unblocking image hosting sites and searching

Humans, by nature, are visually oriented. As a species we’ve been honed to analyze visual information for as long as there have been humanoids on the planet. Written language and text is a much more recent invention than sight. While it is an effective method of communication, visual stimuli trumps text-based stimuli in our brains. Therefore, students pay more attention (and generally learn better) when they are visually engaged or are able to exhibit their knowledge through visual modalities.

The ability to search for Creative Commons licensed or other fair use images allows students and staff to publish their work online. One major hurdle that has to be overcome to legally publish content online are copyright laws. However Flickr allows people to publish their image under Creative Commons (CC) licenses (here’s my photostream). These CC licenses can allow third parties to legally use and republish their images in any format. There are several web sites that allow you to easily search the content on Flickr for CC-licensed images (Flickr’s own, Blue Mountain, Comp-Fight). As a result, I can publish presentations online for students and other teachers to access from anywhere without having to worry about copyright infringement. Students can publish projects and other works online; accessing a global audience for feedback on their work. Research is heavy with studies showing how authentic publication of student work increases student performance.

Students can create high quality projects. Previously, I have had students create artifacts of their learning to demonstrate their understanding of the concepts being covered in class. Invariably, high quality projects include images. What good is a text-based description of a stratovolcano when you can have images of real stratovolcanoes? Why simply have a description of what the element lead looks like when you can also have a picture of lead.

Filters generally won’t be an obstacle in any other environment. I am not suggesting we unblock everything and let students do whatever they’d like online. However, most students are accessing the unfiltered internet at home. When students graduate from Fitch they will go on to educational and professional settings that will more likely that not either not have filters or have very lax filtration. In many of those places, student computer use is unsupervised. In school, all student computer use is supervised. This provides us with a wonderful opportunity to teach students how to work with sites where they may run into objectionable content. As a school, we should be jumping at the chance to teach students skills they’ll be using the rest of their lives. Instead, we’re running away from one of the best lessons we can teach our students.

Again, I thank you for your time. I feel that we need to have an open discussion concerning filtering policies concerning what is best for our students.

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The power of talking with (not at).

Deborah Meier:

"There's too often a very off-putting kindergarten teacher's voice, and so on all the way through the grades. I catch myself speaking that way on occasion. What would schools be like, I imagine, if we learned to use our conversational adult voice within its four walls. It might immediately remind us that we are keeping company with kids, not lecturing at them. It might also suggest to them that they might speak to us in the same way. After all, our way of talking, arguing, persuading, and thinking aloud are, however unintentional, models for those we share the space with. How might we, in short, create for the young settings in which they learn how to join us in the adult world?"

A student critiqued my discipline style this week: "Is that how you yell? It's not very scary. I think you should yell louder when you get mad."

I wasn't trying to yell, but clearly the student (and I doubt he's alone) has certain expectations for how he'll be talked at by teachers. I'm pretty laid back to begin with, but I try hard to not let those moments of frustration lead me into moments I'll regret. I'm not an authoritarian. I tried it out for awhile when I first started teaching but it didn't agree with me. I just ended up feeling like a jerk. And my students, though perhaps quieter, were more distant and no more engaged in their learning.

As my authoritarian regime failed, I began focusing on engagement. If students are engaged and interested in what they're doing, they're not going to be planning a coup d'etat. Too often teachers are only interested in keeping their students quiet and looking industrious. Learning in real life is usually loud, awkward, messy, and full of failed attempts. I'm still not very good at incorporating authentic real life learning in my classroom, but when I get do it's full of beauty, relationships, and often complaints from teachers in rooms neighboring yours that your class was making an ungodly amount of noise. They couldn't be further from the truth.
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Quotes from Bridging Differences: Keeping Company With Kids, Not Lecturing at Them

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Filter frustration

Monday Afternoon

The school tech came into my room and asked me to restart my computer for the work order I had put in. I told him that I hadn't put a work order in. He told me that he still needed me to restart my computer because of an update they did with the school's web filter. He left. I obediently restarted. Upon rebooting, I no longer had access to the filter override account. I couldn't access any blogs (including my own), any social bookmarking sites, Flickr, Google image search, twitter, and so on. I had previously been using these resources to improve the content I pushed toward my students in the classroom.

Tuesday Morning

I still was unable to bypass the filter. I sent an email to the school help desk and the school tech who visited me Monday afternoon explaining that I couldn't bypass the filter and that this was negatively impacting my ability to prepare quality content for my classes. The school tech emailed me back promptly explaining that he wasn't the person in charge of the filtration settings and to be sure that I filled out a help desk request (which I did).

Wednesday Morning

I still was unable to bypass the filter. I sent another email to the help desk and the school tech again explaining that I couldn't bypass the filter. This time I also included a list of several web sites that I was using from school to improve teaching and learning in my classroom that were now inaccessible. The school tech dropped by in person to explain that he personally couldn't do anything about it.

Wednesday Afternoon

I dropped by my local vice principal's office after school. I explained the situation to him, and he called down the school tech. The school tech again explained that he had no control over the school filtration setting, and that he asked his boss (the district head of technology) about it. Turns out that previously when one person used the filter override password, it shut down the filter for the entire district. As a result, they eliminated all override accounts. I asked about setting up a tiered filtration system- different filtration for staff than students. He said it's possible but it would take time and money, and since I was the only person who had a problem with the filter, it's not a priority. He suggested talking to my principal, who could talk to the superintendent, who could then tell him to set up tiered filtration. Did I mention we're between superintendents?

Seriously.

I have several major issues with this whole situation:

  1. As educators in the 21st Century, we need to be preparing students for the 21st Century. Draconian filtration protocols don't help this situation. I understand the need for filtration at school. I don't understand the degree to which it currently is enforced.
  2. The district has no educational technologist or whatever the title is. All tech personnel have no education experience. They're solely concerned with protecting their network. This is poor policy. Someone needs to stand up and fight for the educators using technology.
  3. I was told half-truths on Monday and Tuesday about what was happening. I asked why I needed to restart and then why the filter override wasn't working for me on Monday and Tuesday. My questions were not directly answered until today. I don't understand the reason for this.

What next?

I've emailed my principal and overseeing vice principal outlining my concerns with the filtration and explaining how it is negatively impacting my instructional practices. I'm extremely frustrated. I was never exactly happy with the level of filtering at the school, but because of the override I could get to enough resources that I wasn't going to raise much of a stink about it. Now I'm raising a stink- and now that I'm at it, I want students to have increased access as well.

Looking for help

If you have experience at a district with more lax filtration or tiered filtration at a school district, I'd love to hear from you- especially if you're in Connecticut. I was told by our district tech administrator he couldn't even unblock specific sites per teacher request- said the filtration system didn't work like that. That doesn't seem right to me. Is he right? Are filtration systems really that screwy?

Anyone have any success stories on pushing for more lax filtration?

You'd think this would be easier.
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Some related posts:

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Playing to weakness: Our weakness

Sheryl Nussbaum-Beach says¹:

"We have got to move from a deficit-driven education system to a strength-based education system. Kids come to us, we diagnose what their problem is and we teach to the gap. And the problem with that is if we spend most of our time trying to help kids just meet the gap, they are never going to realize their full potential- they are never going to achieve excellence. [...] The weaknesses will take care of themselves if you appeal to [the] passion [of the kids]."

Not to mention focusing solely on students' weaknesses (their least favorite things), we're convincing them this "learning thing" is just not for them.

My district is very focused on data teams & data driven decisions. We're supposed to figure out what skills students are doing poorly and have them practice these skills more. A good idea in theory. In reality it's like this:

Teacher: "We're going to do more reading."

Student: "I hate reading."

Teacher: "That's why we need to do it more, because you don't like it."

Student: "I hate this place."

Compare to this tact:

Teacher: "What things do you really love to do?"

Student: "I like werewolves & vampires & monsters & stuff."

Teacher: "Sweet! You know, I know of a few books that are all about monsters like that. I'll bring them in tomorrow."

Student: "Awesome!"

Same mission. Different tacts. Very different results.

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¹ Quoted from her keynote at ACTEM 2008: "Schooling for the 21st Century: Unleashing Student Passion" given October 17, 2008. Thanks to Bob Sprankle's Bit By Bit Podcast for pushing this out there.

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Multitasking. Really?

"But I'm multitasking!"

-What nearly every student tells me when I tell them to get off their MyBook and focus on their academic work.

"If you're multitasking, why is it you're not getting anything done?"

-A rough paraphrase of my usual response

Somehow all my students have been sold that multitasking is a wonderful thing and they should do it whenever they can. Did they learn this in middle school? Is it just a part of pop culture now?

In my opinion, multitasking is best when you don't have much to accomplish in a large block of time. I love multitasking. When it comes down to getting some serious work done I turn off the twitter, shut down email, facebook, the aggregator, and the youtube. I might keep the tunes, but turn it to something low key and quiet.

The world of my students teaches them they should be doing 5 things at once. They don't need that reinforced at school. Perhaps we should be teaching them focus.

I could be wrong. After all, I'm notoriously bad at focusing.

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Welcome to my wiki

My last school required that all teachers have web pages in order to (at minimum) communicate the daily schedule to students and parents. I used it for my schedule, but also as a jump-off for online assignments.

My new school does not require all teachers to have web pages. Yet I enjoyed the benefits of having an online space for my class. I just had to have some online space for this year too. After a bit a research into what was and wasn't blocked by the school filter, what sites other educators have used, what features various services offer, etc., I settled on using Wikispaces for my new class website.

I began using my class wiki for the same things as my old static website: weekly agendas and a jump-off for online assignments.  Since then I've slowly been increasing the level of involvement my students have with the wiki.

I'll go into specifics about how students are using the wiki in later posts. For now, I want to focus on a few observations and issues that have come up.

The good

  • Messaging

    • Students realized quickly they could send messages to each other (and to me) through their Wikispaces accounts. Students send me messages asking for clarification. Students send each other messages asking for help or information.

  • Creating & Publishing

    • I've only had one assignment that required students to create a wiki page (details in a future post), but we like that it's being published for everyone in the world to see. They like they can work on it directly from any computer in the world (though usually just the computer at their house).

  • Saving

    • The scourge of digital assignments: lost files. My freshmen have next to zero experience saving files to a network drive. I can't tell you how many times students have saved a file to a computer's hard drive instead of their network drive, thus losing access to the file as soon as they log off that machine. The wiki creates a record of the page after each save. If somehow the contents of the entire page gets deleted (which has happened- thrice) they can simply revert back to the last version.

  • RSS

    • I was a little nervous letting my students loose on the wiki. I really didn't think anyone would do something inappropriate, but I still worried. Luckily, Wikispaces (and many other wiki sites) create RSS feeds for page edits and discussion postings- both for individual pages and for the entire space. I subscribe to the feeds for all page edits and all discussion postings. It's an easy way for me to keep track of what's happening on the wiki. I don't want to be a wiki-dictator (wikitator?), but I want to be able to catch anything inappropriate before half the world sees it.

The not so good

  • Messaging

    • There's definitely plenty of personal messaging going back and forth in addition to the academic-related messages. I don't have a problem with this- if it's done in moderation. For 95% of my students it's not a problem. 5% would message people all hour if I didn't get after them for it.

  • What's the point?

    • Roughly paraphrased, the student asked why we couldn't just do this on paper- wouldn't it be way faster? Sheesh. I wasn't ready for that one. I figured the relevance of publishing content online for parents, peers, and the world to see would clear that up. I figured the increasingly digital world we live in would make the point obvious. Obviously I didn't explain what wikis are or why we're using this particular tool very well. In classes with students who have very little computer experience (I had to show some students how to use Google), this stuff isn't obvious. They don't know what a wiki is, what it does, or why they would ever want to use one.

  • Quirkiness

    • Let's face it: Editing a wiki- even one that has a visual editor like Wikispaces- isn't always inuitive and striaght forward. There are certain quirks to it that take time to adjust to. It's trickier and less flexible than editing a Word document. Students who aren't tech savvy can quickly get frustrated with these quirks. I'm constantly finding myself saying, "Just be patient, everyone is running into similar issues, I promise it'll get easier the more experienced you become." These first few uses can be a bit trying.

Exemplars, tips, suggestions?

I'm coming to the realization that I really don't have good examples of wiki usage in a science classroom. I've done my research checking out several classroom wikis, yet I can't recall finding a single high school-ish science class' wiki. Anyone know of any?

I'm feeling a little frustrated that my curriculum doesn't seem to mesh extremely well with the use of a wiki. I could make the wiki a more prominent part of assignments and projects, but I'm wary of forcing the wiki into situations it really doesn't belong. However, I can't help but feel my lack of experience using a wiki in a science classroom and of exemplar science class wikis means that I'm missing some really powerful and obvious things that would mesh perfectly. I'm hoping when I revamp the curriculum next year to facilitate more project-based assessments these uses may spring up and smack me in the face like a garden rake.

Any tips, suggestions, or examples would be greatly appreciated. 😉

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Focus vs. filtering

I've been using the laptops a good bit in my classes recently.¹ Students often stray off the assigned task to check their MySpace, Facebook, check their email, or one of many other options.

I realize that it may be a rare and wonderful activity that captivates my 14 year old students' mind more than reading comments on their MySpace page, yet I feel students need to learn to focus on an activity when there are other options available.

How much censoring should I do of their wanderings? Currently I keep a close watch: If they quick check an email, the boxscore to last night's game, or their profile page and flip back to the assignment, I don't say anything. After all I function much like that when I'm working. If they're lingering a little too long or falling behind, then I ask them to stay off all other sites.

I don't want to block everything, but I also don't want to put my students in a situation where they can choose to fail via social networked distraction. Sometimes I catch myself wishing the school would block these sites; thus saving me the hassle.

But who am I to require students to focus on only one thing?

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¹ I'll share some of what I've done this week on this blog soon.

Image: Screenshot from my work computer

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I don't read enough

Deborah Meier believes that many people heading school reform outlets "have not read more than one or two of the 100 books I recommended at the end of 'In Schools We Trust.'"

I've read some Deborah Meier (The Power of Their Ideas), but I'm not familiar with her list of 100 recommended books. In fact, upon thinking of it- and I'm embarrassed to even mention this- I've never read a book by John Dewey. I've read books about Dewey's ideas. I've read countless articles that reference his ideas. I'm quite familiar with his ideas and yet I've never read what he's actually written.

Can I really say I understand Dewey without reading his works? How much am I missing by not reading his own words?

Now I'm wondering how many other influential ideas I've only ever gotten secondhand. I'm feeling suddenly unprepared pushing for change at my school.

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New York City and The Google

I might not be quite the Google-ite others are, but I do use a good number of their tools, and I think their corporate structure and culture might have some lessons for the education world. As a result, I decided I'd like to see the Google in action at the Google Teacher Academy in NYC this November. I'm not counting on being selected, but I figured I couldn't pass up the chance.

I've put in my application, which included producing my own 1 minute long video- something I've never done before. I'm pretty happy with the results¹, although it's certainly a long way from being professional. I'd call it a good first attempt at film making.

Here it is, my acting, screenwriting, producing, and editorial debut:

Let me know what you think.

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¹ Upon searching for other applicants videos (which I did only after finishing my video), I saw lots of pandering to Google by focusing on how cool Google tools are. I hope that's not a major requirement, since the only Google-y things in my video are the brief screenshots of Reader and YouTube. Oh well. If they're looking for panderers, then I'm not going to be their guy anyway.