Technology and Curriculum – Safety For Our Students

Technology is changing our country, so fast that the average American can’t keep up with all of the trends. In fact, it is impossible for most Americans to have the financial means to keep up with our changing technological world. Educators are aware of the fact that in order to meet the growing demands for innovative learners students must possess technological savvy. The problem becomes, as Doug Young, spokesman for the Lower Merion School District points out (2010), “mistakes might be made when combining technology and education in a cutting edge way.”

While technology strives to make educators lives easier in many ways, it creates anxiety in the lives of others. It is no wonder with words like cyber-bullying, cyber-threats and sexting that teachers worry about expanding their students knowledge base with an Internet full of up to date research, when the hazards they can be exposed to sound so intimidating. The solution might just lie in how we develop curriculum to teach children about safety on the Internet. The topic of Internet safety for students in schools is both interesting and debatable.

In West Deptford, New Jersey, student Internet browsing is being filtered for inappropriate content. This includes the laptop program that allows students to take computers home. According to Joel Brown, a member of the West Deptford Technology Team, “All web traffic goes through the school’s filter first and then gets thoroughly logged and reported upon.” Brown explained that the debate on student Internet use is usually framed in two opinions. One side believes that children should be protected from offensive content in any way possible, while the other side contends that through proper education on Internet security and safe practices children should be guarded as little as possible. The truth seems to be that because the Internet is such a large and dynamic space censoring becomes almost unattainable.

It is embedded in New Jersey State Curriculum Standards, that children, as young as second grade, are taught about safe, legal and ethical computer behavior. I currently work with fourth graders, so I found it interesting that Technology Standard 8.1.4.D.1 suggests that students are able to, “Explain the need for each individual, as a member of the global community, to practice cyber safety, cyber security, and cyber ethics when using existing and emerging technologies.”

How are we as educators applying this standard to our curriculum? Are we producing digitally responsible citizens and why is this important? The value of computer use in the classroom can be witnessed in multiple studies that suggest that the benefits include, “increased student motivation” (Gardner 1994), “a shift toward more student-centered classroom environments” (Stevenson 1998), and better school attendance (Stevenson 1998). With the evolution of Anti-Bullying Laws this September, several organizations have made advances in curriculum and lesson planning ideas to help educators teach students about digital safety in the classroom and at home. We must, as vigilant members of society, teach our children about the consequences of negligent computer use because the pros of accessing technology far outweigh the cons.

It is more important than ever to protect our students by teaching them how to self-filter dangerous information, avoid suspicious websites, and exchange safe information on the Internet. The world is changing and our children need to be able to evaluate and make critical decisions related to their technology choices as they advance in our increasingly technologically advanced world.