Journal #6

Title: The Threat of Security: Hindering Technology Integration in the Classroom.
Authors: LeAnne Robinson, Abbie Brown, and Tim Green.
Learning & Leading with Technology, November 2007

This article is about how perceived security threats are hampering the integration of technology in the classroom. It discusses a resulting problem when the concern over security overshadows technological integration. The authors make the claim that access is necessary for full integration. They do not deny and even agree that security is of prime importance for child safety and protection of computer and information systems, but they plead that this concern has reached a point where access is suffering. The greatest hurdle to integration was thought to be the presence of technology in the classroom but now ironically the mere presence of technology is not generating access. Fear of law suits lead to overkill and denial of access.

In analyzing the authors’ claims there seems to be the implication that a panicked concern for security is overblown if not misdirected; approaching a state of trowing the baby out with the bath water. They cite examples where tight restriction on e-mail use leads to communication failures and destructive limitations. They also describe the problem of network security log-off policies as unnecessary for student security and limiting efficient instruction in the classroom setting. The use of web filters are also described as a barrier to integration and the implication of overkill because it is pointed out that the actual number of potentially hazardous web sites is so low as to not justify the expense and concern for protection software. The whole article showcases the theme of mistrust. Teachers can’t be trusted to use e-mail or the internet and students can’t either. Big Brother is watching everyone in cyber form and everyone and anything can be labeled suspicious. It is ridiculous for teachers and students to be caught in the middle of two large opposing forces. One force is focused on telling the teacher that as far as technology goes, the sky’s the limit. They reassure teachers that the application of technology in the classroom is an endless cornucopia of potential and opportunity. The other force has an ever increasing list of restrictions on technological use in the classroom. Why should the classroom be the industrial battleground for such fundemental differences in opinion?

Question #1 Should teachers have unlimited access to e-mail for purposes of their classroom and their professional needs? Yes. Restrictions on e-mail are completely unnecessary for a professional. When a professional is employed they are paid for a service and there must be trust that they will use their time and energies appropriately. They aren’t paid for the time they spend in the ‘trenches’ they’re paid for their talent at delivering a quality service. If problems arise then they should be dealt with, but hogtieing an entire profession for fear that a small percentage will abuse resources is penny wise and pound foolish.

Question #2 Would these types of barriers prevent me from integrating technology in the classroom? Yes. Classroom time is too short, almost as short as the attention span of the average 5th grader. I don’t feel that my time would be best spent troubleshooting software glitches, password protectors, site key protectors, virus warnings, pop-up blockers, security log-offs, encryption software, copyright infringements, etc… Not to mention responding to Big Brother information system managers as to why I visited a particular web site or had my students use a choice of software with questionable license protection. I would rather limit my time to showing students the the components of the plug and the on switch and then let them figure everything else out for themselves. I would prefer to concentrate on teaching them why Tom Sawyer is an important contribution to American literature and maybe how to do basic math. They'll figure out the computer on their own anyway.