Policy Handbook and Issues Paper Candice McPherson

Internet Safety and Filtering Software

Candice McPherson
November 2009
Policy Handbook and Issues Paper Candice McPherson

Internet Safety and Filtering Software

In this new world of Web 2.0 our schools are trying to keep our children safe while

they explore educational resources online. However, in the effort to create a secure

online environment, many schools are severely limiting valuable web resources. Is there

any way to give students more leeway on the Internet without sacrificing security?

In December 2000, the Children’s Internet Protection Act (CIPA) was enacted to

protect children from online pornography and other dangerous sites. As a result, all

schools and libraries receiving federal funds for discounted services, such as Internet

usage, have been taking steps to keep children from accessing inappropriate materials

online. The most popular solution to the problem has been to use filtering software

which blocks access to certain websites, especially those containing inappropriate

materials such as pornography. Other sites that can be blocked are chat rooms, blogs,

Wikis, and other social networking sites. These filters have served to make online

activities in school much safer for children as they explore the world via the Internet.

However, this technology is not foolproof. Tom Wood, a 16-year-old Australian

student, was able to circumvent his school’s porn filters in less than an hour. He told the

media that he wanted to raise awareness of the problem because he was concerned that

other technologically savvy teens would be able to do likewise, and then perhaps post the

materials online for others to use. He added, “Filters aren’t addressing the bigger issues

anyway. They really need to develop a youth-involved forum to discuss some of these

problems and ideas for fixing them”(G.M.E., 2007).

Policy Handbook and Issues Paper Candice McPherson

But how can students learn to be safe on the Internet when so much of their access is

blocked? According to Jeff Weinstock, executive editor of “The Journal,” filtering

actually takes away student accountability. “Teaching kids to govern themselves is what

we ought to be doing, not having their visits to the school library or computer lab

chaperoned be web filter” (Weinstock, 2008). The fact that many children have

unrestricted Internet access at home is a powerful reason why we should be teaching

online safety, not by filtering and blocking, but by educating students on how to be

responsible users of the Internet. In her Cool Cat Teacher blog entitled, “What’s Wrong

with DOPA,” Vicki A. Davis (2006) said, “We protect our children by education, not

through ignorance.” Don Knezek, the CEO of the International Society for Technology

in Education in Washington says, “To not teach technology use responsibly is neglecting

the charge of universal education” (Villano, 2008).

An even more compelling reason to examine the issue of filtering is that school staff

needs to be able to access the social networking sites that students can access at home.

Many students spend hours on MySpace, Facebook, Twitter, and other social networking

sites outside of the school setting. The need to monitor these sites for cyberbullying,

threats of violence, and warning signs of suicide that may appear on social networking

sites is too important to ignore. When teachers or staff members are made aware of

potential problems with students, and information about it can be found on one of these

networks, they need to be able to go to the site quickly so they can gather the information

and determine what steps need to taken in a judicious manner (Tonn, 2006). Therefore,

staff members should be able to gain access quickly when troubling information surfaces

in regards to a student or students. Lives may very well depend on it.

Policy Handbook and Issues Paper Candice McPherson

Filtering software can prevent access to many potential learning tools as well. In the

crusade to protect our children, numerous school systems have made it impossible for

teachers to use tools that would greatly benefit learning, although many are tools that

students may be using already in their homes. The law states that obscene and dangerous

sites must not be accessible to children. Many school systems has gone far beyond that

to block many other sites. In essence, by using highly restrictive filters, they are in

actuality breaking the law instead of complying with it (Bell, 2009). Blogs, Wikis, and

other social networking tools can have great value when used.as educational tools. For

instance, groups of students can work and collaborate together on a Wiki without having

to be on the same computer or even in the same location. Or perhaps a good video that

provides a real-life connection to material being studied could be found on YouTube.

So how can we fix this problem of safety without sacrificing educational tools? A

school system in Trussville, Alabama has come up with a very viable solution. Instead of

denying access to many websites, the Trussville school system has instead expanded

student access to include YouTube videos, Internet chats with peers in other countries,

and even blogging sessions (Manzo, 2009). They believe that by educating students and

teachers on how to use the Internet responsibly for resources is the best way to be safe

online. According to Shawn Nutting, director of technology for the Trussville district,

“We are known in our district for technology, so I don’t see how you can teach kids 21st-

century values if you’re not teaching them digital citizenship and appropriate ways of

sharing and using everything that’s available on the Web”(Manzo, 2009).

Therefore, school systems should begin looking at ways to educate students on how to

navigate the Internet safely, instead of using filters that chaperone but do nothing to
Policy Handbook and Issues Paper Candice McPherson

increase a student’s knowledge of online safety. Students should be trained as early as

kindergarten about things to watch out for while online, and gain knowledge of strategies

that can help keep them safe. “The best filters we can provide to kids are the ones we

build in their brains,” says Rebecca Randall, vice president of a nonprofit organization

that provides free classroom materials on Internet safety (Manzo, 2009). It is imperative

that these strategies be ingrained in their minds, because whether or not they are at

school, children are going to explore the Internet.

In addition, all students should be required to sign an Acceptable Use contract that sets

the boundaries of Internet behavior. Place the responsibility for online safety directly on

them and make them accountable for their online activities. Consequences should also be

detailed so students are aware of the disciplinary actions that will occur should they

choose to violate the agreement.

Staff should be trained on Internet safety as well. Teachers will be able to better

monitor the students online if they are Internet savvy as well. It takes the constant

vigilance of adults, whether at school or at home, to keep children safe. (Bell, 2009).

Arming the teachers with knowledge will also enable them to reap the benefits of the

many online resources that can be used in the classroom.

Although it is crucial to keep children safe while on the Internet, the practice of

filtering can actually cause more harm than good. Filtering needs to be kept at a

minimum so that students can learn how to be smart and stay safe online. Gaining this

knowledge will help them to utilize online resources safely, whether they are at school or

at home.
Policy Handbook and Issues Paper Candice McPherson

References

Bell, Mary Ann (2009, Jan/Feb). Do you want kids to be safe online? MultiMedia

&Internet@Schools, 16(1), 38-40

Davis, Vicki A. (2006, July 28). What’s wrong with DOPA. Message posted to

http://coolcatteacher.blogspot.com/2006/07/whats-wrong-with-dopa.html

G.M.E. (2007, October). Schoolboy bypasses Australian porn filter in 30 minutes.

American Libraries, 38(9), 42

Manzo, Kathleen Kennedy (2009, September 2). Filtering fixes. Education Week, 29(2),

23-25

Tonn, Jessica L (2006, April 26). Expert sees need for school staff to access social-

networking sites. Education Week, 25(33), 16

Villano, Matt (2008, May). What are we protecting them from. The Journal, 35(5), 48-

54

Weinstock, Jeff (2008, June). Don’t filter out responsibility. The Journal, 35(6), 6