Chapter 10-Using Technology Appropriately

The school board issues the money, the school buys the computers, the ITRT sets up the computers and everyone is ready to integrate technology into the classroom-AWAY WE GO!!!!-Right? WRONG! There is more to the process. According to Friel (2001) it begins by researching, evaluating, and revising an existing policy and then using the information to write a new policy. Once the policy has been written an School Board’s attorney should read it and make any changes that are necessary, and then the school board will approve the policy, finally the school staff, students, and parents must be updated on the new policy (de Lyon Friel, 2001, p.125).

The American Association of School Librarians and Association for Educational Communications and Technology (1998) states that, “an important aspect of using computers is the ability to find and use information to promote learning” (de Lyon Friel, 2001, p.126). Students need to be taught the correct method of obtaining information. Every student will not come to school knowing how to search for information electronically. Those that may already have that skill may not be able to determine the difference between authentic, credible sources from non-credible ones.

The problems teachers face with teaching students to search, retrieve, and analyze electronic information are minute, compared to the issue of copyright laws and plagiarism. It is important that students understand the gravity of plagiarism and copyright infringement. Friel (2001) makes the argument that teachers and students should assume that all information on the computer is copyrighted; the U.S. copyright law includes a fair use provision that allows copyrighted material to be used for criticism, comment, news reporting, teaching, scholarship, and research regardless of whether copyright notices are in place or not. When using this provision, de Lyon Friel (2001) discusses four criteria that must be addressed: the purpose and character of the use, nature of the copyrighted work, amount of information used and the effect on the work it will have. A lot of the problems with plagiarism can be solved by teaching students proper citation methods.

As adults most of us understand that all of the information found on the internet is not always reliable. It is important as teachers that we convey this message to our students. Because students do not all come to school with skills for finding information electronically, it would be absurd to believe that they all have the skills to distinguish between reliable and unreliable electronic information. In every subject area, at the beginning of the year, it might be a good idea to have a review on research methods and analysis-whether it is done in the classroom or by grade level, as an assembly. This would also be a good time to discuss the fact that the Internet and e-mails are public documents that anyone can access and request, as well as, the dangers that are truly a part of the Internet. de Lyon Friel (2001) discusses the use of expensive internet filters to block inappropriate sites from the students. I am partially torn on this issue, not because of the money, but because I believe that these filters, on occasion, block credible material that would be beneficial to the students. If the network is school property and is searchable when necessary (like the lockers), as de Lyon Friel (2001) suggests, then why would the search history and electronic copies of e-mails not be enough? I have a feeling I am about to answer my own question but, as adults we would be able to tell if a student(s) are accessing questionable websites on accident or if there is a pattern present. If an acceptable use policy is in place and parents, students, teachers, and community are aware of it, its consequences, and the guidelines used to oversee computer usage-why would this not be enough? This could very easily be printed in the student handbooks as de Lyon Friel (2001) suggests, and could be a required signature and return-before computer usage was allowed. While I am sure this would not stop every parent from causing a commotion, if their child was in trouble-it most certainly would be a benefit for the school to have on file. I see more up sides than down sides to using computers and the Internet in the classroom. I simply believe that precautions are necessary for the School Boards, the school, the teachers, and the students for everyone to use this tool correctly and safely.

Reference:
de Lyon Friel, L. (2001). Using Technology Appropriately: Policy, Leadership and Ethics. In Collier, C. & LeBaron, J.F. (Eds.). Technology in its Place: Successful Technology Infusion in Schools. San Francisco, CA: Jossey-Bass Inc..