On August 13th, the Sydney Morning Herald published an article entitled 'Schools use the net to eavesdrop on students,' ( See below for link) presenting the case that student's online activities outside of classroom hours should be monitored ' in the interests of safety.' ( SMH, 13/8/11) It is interesting to note how the exponential use of technology utilised by both staff and students is extending the schooling environment and allowing for an all encompassing level of regulation that extends into the private world of the students.
Certainly, if students are participating in online activities that are seen to have negative consequences upon other students or members of staff, this should be addressed, regardless of the context and medium in which this takes place. The problem arises however, in knowing where to draw the line when it comes to surveillance. Do we really want to simulate an Orwellian scenario, 1984 style?Both a teacher's and students use of technology can be considered invaluable to a student's education. As discussed by Colin Marsh, IT has developed exponentially, creating multi-sensory classroom environments. (Marsh, 2010, p 244) It is undeniable that technology has a continually increasing impact on the way that we both teach and learn, and has the beauty of being able to meet the needs of a range of learning styles.
In April of 2011, The Australian Flexible Learning Framework even published an article highlighting the success of ICT based learning to underprivileged and disadvantaged learners, concluding that an increased emphasis on ICT has allowed education to become 'real' and connected to a world extending beyond the classroom. ( AFLF,2011) This is also highlighted by Killen, emphasising the importance of computer-assisted instruction in integrating special needs students into the classroom. ( Killen, 2009,p 238)
Despite the volumes of research emphasising the usefulness of ICT, one must also be aware of its shortcomings. In this case, one must wonder about the level of autonomy that parents are now being denied, as schooling authorities increase their presence outside of school hours. It is one thing for teachers to utilise ICT to enhance the quality and versatility of lessons, but is the involvement in the student's social media activities crossing the line? It is clear, and somewhat daunting, to realise that the blurring of home and schooling environment has created a confusing dichotomy in terms of the role of parents, and that of teachers. Should teachers use the technology available to them to monitor student activity that should really be the responsibility of the student's carers? What if parents are unable to understand or access these social media sites that many teachers are comfortable with, and aware of the potential risk for students?
I'm starting prac with a year 6 class next week. I will be interested, and I'm sure also quite dumbfounded, to learn more about my student's engagement with technology, social media in particular, and the school's participation, parental involvement, and values surrounding this activity.
Until next time, I'm off to check my requests, posts, and tweets!
References
References
Australian flexible learning framework ( AFLF) (2011) The role of technology in disengaging disadvantaged youth: final report, Australian government.
Killen, R ( 2009) Using Cooperative learning as a teaching strategy. In Effective teaching strategies, 5th edn (p 211-242) Australia: Cengage learning
Marsh, C ( 2010) Using resources creatively. In Becoming a teacher, 5th edn ( p 236-252) Australia: Pearson
'Schools use the net to eavesdrop on students.'
Andrew Stevenson, 13/8/11,SMH.
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