Filters? To teach or not to teach, that is the question.

"To not teach technology use responsibly is neglecting the charge of universal education." - Don Knezek

The Problem:

Filters are meant to safeguard school networks from malware and inappropriate content, yet their indiscriminate use can hinder users from accessing valuable educational resources and exercising critical judgment (Ryan, 2003). While filters aim to block objectionable sites, their indiscriminate approach often restricts access to legitimate educational tools such as instant messaging, YouTube, and social networking platforms like Facebook. Additionally, filtering software, primarily developed by non-educators, operates based on pre-programmed stoplists, limiting transparency and efficacy (Schrader, 1999).

Beyond filtering out clearly inappropriate content, it falls upon educators and parents to teach students responsible internet usage. Educators should vet websites before incorporating them into lessons, just as they would preview videos. While students are online, supervision is essential to foster critical thinking and discernment in evaluating online information.

Why would we need provincial ministries to create web filtering standards for schools?

The assertion made in "Patrolling Web 2.0" underscores the need for educators, not external entities, to determine appropriate online resources for students. Arbitrary policies and web standards could curtail access to valuable educational tools and impede the development of critical digital literacy skills.

Our curriculum aims to equip students with essential knowledge, skills, and attitudes for future success, including adaptability to evolving societal trends and technological advancements (Alberta Learning). Therefore, cultivating critical thinking skills and the ability to evaluate online content are paramount. Establishing clear guidelines on acceptable internet use within the school fosters a safe and supportive learning environment where students understand boundaries and consequences.

The Solution:

Enhanced professional development opportunities for teachers are essential to equip them with the skills and knowledge necessary to educate students on responsible internet use (Villano, 2008). By exploring web 2.0 tools firsthand, teachers can recognize their educational potential and leverage them as teachable moments. Familiarity with the digital landscape enables educators to guide students in navigating online resources safely and critically evaluating content. Rather than resorting to censorship, fostering responsible internet use through education empowers students to become discerning digital citizens. As Will Richardson advocates, mastery of the web comes from active engagement and usage (Richardson, 2008).