Today’s Teacher July 2010

NOW YOU SEE IT, NOW YOU DON’T

The debate surrounding the government’s internet site-blocking policy continues, with many questioning the
real effect it will have on current students while teachers gain a greater understanding of the topic
By Corey Gray Internet and Education remembered that time teachers spend with
children is limited. The main goal is to ensure
Today’s society is continually relying on the It is undisputed that the internet, as part of
students are focussed on learning the
internet in an attempt to better aid their lives. Information and Communication Technology
curriculum set for them. In this respect, limiting
Ultimately, as the prevalence of technology (ICT), plays a major role in the education of
the access students have to online sources could
continues to grow, this digitalised means of life children of the 21st century (Hernandez, 2004).
be seen as a positive thing. However, the
will only spread further. So, should we be Not only does it expand access to education,
problem which remains is which sources are the
limiting the access that our children have to the but it also allows us to archive information,
right ones?
internet during their schooling years, a medium search through quantities quickly and recover it
which they too will one day rely so heavily on? rapidly (DiMaggio et al, 2001). Online based
Should we be monitoring what information they classes have produced a stronger achievement
are able to access in a bid to protect them, or of learning outcomes than those which are
even ourselves, from content which far strictly face-to-face (Underwood, 2009). It is
outweighs their levels of understanding? The due to this fact that technology-based learning
government seems to think so. But who is is increasingly incorporated into many school
really the right person to judge the limitations curriculums. However, with the incorporation
of these restrictions? And are we removing rich of these new technologies comes with it new
sources of education from these children in the ideas about how students should learn and how
process? Is our ignorance having a damaging teachers should teach. It is easy to get carried
effect on our children? away in the online phenomenon yet it should be
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Site-Blocking
Primarily, site-blocking services are focused on
Web 2.0 services which include social
networking, video sharing, blogs and wikis
(Hendrick, 2009). By government limitations
being placed on these areas, students are unable
to access popular sites such as Facebook,
Wikipedia and YouTube. These areas of online
information are areas which can offer students
rich opportunities for development in terms of
Internet literacy and understanding (Hendrick,
2009). Alternatively, these areas can also offer
students undesirable and risky content which
can have negative effects for education
providers. Site-blocking is a risk management
function in an attempt to find the balance
between cyber-safety and a desire to embrace
online learning, yet one that remains barely
understood due to the rapid rate of
technological advancement.
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Today’s Teacher July 2010
Barriers
It has been naively suggested that there is no
need for site-blocking at all and that teachers
should be able to prohibit what is appropriate
and inappropriate within their own discretion.
Yet there are multiple barriers that face the
teaching profession in relation to utilising the
Internet without restrictions in classrooms.
Many teachers, especially those who have been
teaching for a long time lack knowledge and
confidence. Many feel they are not well enough
equipped to keep up with their students, which
may ultimately lead to an inability to control
the information that students access (Hendrick,
2009). Another barrier includes the possibility
that students may fall victims to cyber-bullying
if their access to the Internet is not restricted.
There is a professional risk associated with
teachers allowing their students to access social
networking sites (Hendrick, 2009). In some
areas there may also be a limited bandwidth
associated with the ability to access rich
Internet media (Hendrick, 2009). These are but
a few of the reasons why internet regulation is
justified as being necessary.
Development
It is inevitable that the Internet will develop
further and it will become a safer medium for
all to use with time. As people grow to
understand the Internet better, it could be
assumed that site-blocking will be reduced.
This understanding however must develop
quickly if we are to ensure students aren’t
deprived of Internet opportunities in the mean
time. As the Internet gains momentum within
more households, a greater understanding will
be founded by students within their own homes
adding to the ability of schools to utilise the
resource with less difficulty (Smith et al, 2008).
Government regulations and limitations will
obviously play a crucial part in the future of the
Internet (Weiser, 2001), however so too should
teachers. As ICT continues to play a major role
in the development of school education, it
should be remembered that a skilled teaching
workforce is the key to success.
 Today’s Teacher July 2010
References:

DiMaggio, P. & Hargittai, E. (2001). From the ‘Digital Divide’ to `Digital Inequality’: Studying Internet Use As Penetration Increases. United States of
America: Princeton University.

Hendrick, G. (2009). ‘Web 2.0 Site Blocking in Schools,’ Strategic ICT Advisory Service: Department of Education, Employment and Workplace Relations,
Australia: Education.au Limited.

Hernandez, F. & Goodison, I..F. (2004) Social Geographies of Educational Change. Dordrcht, NL: Kluwer Academic Publishers.

Smith, P. & Rudd, P. & Coghlan, M. (2008). Harnessing Technology: Schools Survey 2008 Report 1 Analysis. United Kingdom: Bectra.

Underwood, J. (2009). The Impact of Digital Technology. United Kingdom: Becta.

Weiser, P. (2001). ‘Internet Governance, Standard Setting and Self-Regulation,’ HeinOnline Law Journal 28, 1.

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