The School Principal Considers Internet Safety

Nordonia Acceptable Use Policy

The School Principal Considers Internet Safety

Lauren Orszag

How do students use the internet at home?

The majority of parents interviewed stated their elementary children use the internet more than once a week but not every day.  They also note most of the usage revolves around gaming, more specifically educational website gaming, to reinforce curriculum.  A small portion indicated their child goes to social networking sites to interact with friends.  All parents interviewed stated internet usage is monitored with some indicating they have internet filters in place that regularly updated.

How do teachers use the internet with their students?

In general, teachers prefer having a structured environment that allows them to control internet usage (i.e. internet filters).  This being the case, internet usage typically revolves around educational resources to reinforce curriculum (i.e. math games, language development, etc).  However, some teachers express the need for more independent student usage such as research references.  For example, one project a teacher has involves famous Ohioans and their impact on the state and allows students to do their own internet research.  This research is then subject to the internet filters.

How do the above two questions compare/contrast?

Before conducting the interviews, I was anticipating a much less controlled environment at home involving a wider use of internet sites.  However, it appears internet usage in the classroom and internet usage in the home is fairly consistent.  Also worth noting is that along with content, the type of observation is similar in that parents will monitor the usage directly (computer is in direct sight when is use by child) and also indirectly using internet filters (similar to a classroom environment).  Parents indicated internet filters as well as teacher observation are a necessity in the classroom.  They recognize teachers have limited ability to monitor all usage for every student.  Parent’s greatest concerns are their children “stumbling” across inappropriate material for their age group.  They feel the current filters and teacher observation are effective in addressing this concern.

According to the article Safety and Social Networking ,Couros writes, “Share the responsibility for guiding students. Policing of online activities should begin through the work of persistent, diligent community leaders (usually teachers). As the community grows, this work should be performed by students (of sufficient maturity) or through mentorship opportunities with older children or young adults. The involvement of parents, teachers from other schools, pre-service teachers, or other responsible individuals can help develop a more authentic community. Let it be understood that all community members, not just the students, are responsible for online health, safety, and growth”.  It is encouraging to see that parents, teachers and administrators alike share the same responsibility to teach safe internet use in the Nordonia School District.

What is district policy for restrictions on technology?

The district takes a top-down approach to the Acceptable Use Policy (AUP) and reflects the need to protect students and others from deemed harmful activity.  This is done through a series of protections such as privacy, storage capacity, illegal copying, inappropriate materials, inappropriate access, and other usage guidelines.  When using the internet in the classroom, teachers rely heavily on these protections.Interesting to note, however, is that the majority of teachers do not know the content of them.  A case can be made that how can a teacher effectively allow independent student research without knowing what they can and can’t do?According to Reframing the Debate, “Under the Protecting Children in the 21^st Century Act, school E-Rate recipients will be required to certify, as part of their Internet safety policies, that they are “educating minors about appropriate online behavior, including interacting with other individuals on social networking Web sites and in chat rooms as well as cyber bullying awareness and response”. According to teachers and administrators, educational programming to inform and teach children about safe internet us is not in place. I would conclude that Nordonia is not a participating E-Rate district. Also interesting to note is that most parents interviewed had a good understanding of the policy and indicated they can easily get a copy of it.  Administrators interviewed also had a good understanding of district policy but recognized that most teachers could not access consent forms that parents have signed and submitted electronically.These forms give important consent to posting student work and photographs on the internet. A quote from We Can Get There from Here, says “Websites that were once student showcases were now sterile public relations tools of school districts”.Teachers feel that the use of the internet is limited because they don’t know how to access the pertinent information that is available SOMEWHERE, but where?

What is gained/lost using this methodology?

A top-down approach is useful in that it ensures standards for all teachers to follow.  However, it may lack the individualization needed for some teacher instruction.  Parents tend to agree with teachers regarding the policy; they understand that teachers have their hands full in the classroom and do not have the ability to monitor every student’s usage in the classroom.  Administrators recognize that filtering is the best way to control internet usage.  They recognize class sizes and limited classroom time limit the teacher’s ability to effectively monitor directly all student activity so they must rely on filters to block content. 

Works Cited

Children's Internet Protection Act . (n.d.). Retrieved from http://www.fcc.gov/guides/childrens-internet-protection-act

Couros, A. (2008). Safety and Social Networking. Technology & Learning, 28(7), 20-22.

Prensky, M. (2005). Listen to the Natives. Educational Leadership, 63(4), 8-13.

Wolinsky, A. (2008). We Can Get There From Here: Realizing Educational Technology's Potential in the Face of Internet Safety Issues. MultiMedia & Internet @ Schools, 15(4), 26-30

Data Blog

1. What data is currently being collected at your school?

The data being collected at Northfield Elementary includes benchmarking all students three times per year for universal screening (early identification), general education progress monitoring, and AYP accountability. Teachers collect data on student’s independent reading level using Directed Reading Assessment and through the formulation of grades. The building collects data on OAA scores, Terra Nova, and In View scores, quarterly assessments, attendance, office referrals and discipline.

Make a list of the sources of where the data is being stored such as databases, spreadsheets, text files and paper;

·         School “Intranet”

·         Aimsweb database

·         Electronic and paper spreadsheets

·         “Data Analysis Team” forms

·         Testing Works database

·         Student files

·         Progress Book

·         IEP’s

2. Identify the person or persons or the department that manages particular data

Data is managed by the teacher in the classroom, grade levels in the building, principals and office staff in the school, and by the curriculum director and technology department for the district.

3. Are the data sources compatible? Do existing obstacles complicate or prevent correlation analysis of available data?

Not all data sources are compatible in our district. Progress Book is not compatible with Testing works yet Aimsweb is compatible with Testing Works. Inputting data can become repetitive at times because of the lack of total compatibility.

 

 

4. How frequently is important data collected? Is it useless because of infrequency or overly burdensome because it is collected too frequently?

Data is collected almost daily in the classroom. We report the data collected using our district databases. It is not useless because we summarize and evaluate this data during our Data Analysis Team meetings and this data is reported to our District Leadership Team. We are required to submit data for both “Race to the Topic” and for the “Ohio Improvement Process”.  To help with the gathering of data we use student response systems, Google forums, and progress book spreadsheets/charts. There are many tools at our disposal that make evaluating data stress free!

5. What data do YOU actually have access to? Is it the data you need to effectively advance the learning of your students or otherwise do your work? What additional data would help you make more informed decisions?

We have access to all data that will help us with planning instruction, setting up intervention groups, and communicating student progress. There is no additional data that we would need to obtain to be any more effective at our job.

6. What MIS does your school use? How well is this system being used? Is the system robust enough for the needs of your school?

Progress Book – District gradebook package

DASL – Student Records Management System

TestingWerks – Test Score Analysis and data warehouse

They all serve their own purpose and all three are being used extensively at the district.   TestingWerks is the standout in my opinion though because it allows us to analyze the test scores, demographic data, and other information which allows us to make strategic decisions about the curriculum and programs the district uses.

 

Technology Vision Project

Lauren's Technology Vision Prezi:
http://prezi.com/c0naq7ojx-7g/technology-vision/

Lauren's Technology Vision Handout:
http://prezi.com/6-whpgxxvfvy/copy-of-technology-vision/

Role Playing Slide Show

http://prezi.com/c3-39e9uiznx/role-playing-activity/

Blog 3

        At Northfield Elementary we are achieving with Educational Technology Professional Development in the areas of technology use and collaboration. I feel technology is being used effectively in all classrooms by teachers consistently and proactively using classroom Smart boards, Smart Slates, computers, and Student Response Systems.  I am basing this belief on the content of lessons being shared amongst staff and the data that is being collected on student learning. In addition to sharing technology-based lessons, teachers mentor each other with professional development they have obtained or though knowledge they discover on their own.  For example, Teacher A will attend a professional development course regarding Turning Point Software.  The teacher will attend the course, and then disseminate the knowledge amongst teachers that are interested in learning about the software but did not have time to attend themselves.  Although I consider Northfield to be achieving in technology professional development, I believe we can be exceeding by adjusting the following areas.  Currently, professional development is being made available; however, teachers are not required to participate.  I understand teachers will be more motivated to implement technology if they make the individual decision to participate in the development, however, a system could be established in order that each teacher can learn and present the development instead of the same teachers going to development courses.  I believe a system of professional development is only going to exceed when all teachers are actively participating in meeting their growth needs.

                “…the focus [of professional development] has been primarily on helping teachers learn how to use specific software packages rather than enabling them to reconsider their way of thinking about technology.  Programs that focus exclusively on using specific software lead the accumulation of “inert facts,” as opposed to knowledge integration or application of technology into classroom practice.”  This quote taken from the “Research-Based Professional Development” article written by Chrystalla Mouza accurately describes how I view professional development today.  Criteria should be defined and established to ensure this shift of professional development occurs.  I believe the criteria should be: “…exploring, trying, failing, changing, and adapting.”  If development can focus on these criteria it should enhance teachers’ ability to identify context to implement technology.  The basis of these criteria is that teachers will not only be shown technology, they will be able to find relevance in their own classroom.  Professional development should allow ample time for teachers to development a comfort level with the new technology.

                Administrators should have an active role in professional development for their teachers.  This could be in the form of an individual growth plan that administrators can monitor and provide resources and support as needed.  For example, Teacher A has a component of their growth plan to identify programs or software that are effective in establishing communication outside of the classroom.  During the year, the teacher can explore professional development courses aimed at these goals such as Smartboard, internet wikis, blogs, Facebook, etc.  Also during the year, the administrator can monitor the plan by seeing which technologies have been implemented and discussing with the teacher which technologies have been deemed effective.  To promote this new technology, it should be encouraged by the administrator to share the newfound knowledge with colleagues in order to promote the further effectiveness of the development.

Dicussion Questions for 9/19

1.)    How do you prepare today’s teachers to be proficient and aware of utilizing technology in the classroom?

The article found that a proficient, compatible, and aware teacher had the most influence on whether technology innovation in the classroom was successful.  If this is the most successful reason for integrating technology into instruction, what are colleges and schools doing today to provide the knowledge and environments necessary for a teacher to attain these abilities?

2.)    How do you encourage a paradigm shift of instruction without technology to instruction with technology?

Still focusing on the teacher, it is possible teachers have become “set in their ways” to a certain extent.  This is to say, they have been instructing without technology for years, so why should things be different now?  This barrier would seem harder to overcome as experience of the teacher progresses.  How do you bridge these instructional paradigms?

3.)    How can administrators act as a liaison between teachers and the resources needed to support a technology project?

If you have motivated teachers that want to implement technology in their instruction, how much involvement should the administrator have?  Should the administrator take a active role with the project, or should they stay back and offer guidance as necessary?  On one hand, administrators should encourage a sense of personal responsibility of the project for the teacher; on the other hand, projects should be monitored to ensure successful completion.  How can you strike this balance?

4.)    How can teachers transition into using technology?

A sudden shift from little to no technology in instruction to a successful integration can have a disruption in the classroom.  How do you define the gray area in between to not disrupt classroom instruction?

5.)    How does technology support student achievement?

Expectations have been developed by today’s employers that new hires will have a grasp of computer skills.  Is student achievement measured by how well they can utilize technology?  How can teachers know that skills have been developed and mastered?

Wordle Post