Journal 4: The Threat of Security Hindering Technology Integration in the Classroom

ISTE. Robinson, LeAnne K; Brown, Abbie; Green, Tim. “The Threat of Security Hindering Technology Integration in the Classroom.” Learning & Leading with Technology. September/October 2007.

The processes and increased permissions needed to use available technological resources have become so extensive that many teachers are no longer integrating technology into the classroom, or they are not allowed to be functional within their restrictions. This is not advantageous because teachers should integrate technology into the classrooms and curriculums. While security and safety is important for a number of reasons, the goal of improving student learning through the integration of technology is becoming harder to achieve. Access is one of the necessary conditions for full integration. It is important to correct this hindrance, because the presence of technology in PK-12 classrooms is a contributing factor in the development of more authentic and opportunistic learning environments.

1. What are the threats demanding the security?

Emails and inappropriate/untrustworthy sites may contain viruses. These viruses can over-take the computer and stop productivity and classroom lessons. In computer labs, students may forget to log off the computer, leaving their information and resources vulnerable to outside use.

2. What are examples of security hindering technological integration?

Some schools do not allow teachers to burn CDs via the CD-RW drives because teachers could violate copyright laws if they are allowed to freely burn CDs. This feature would be useful to teachers who would like to burn their PowerPoint presentations or send home documents with selected students. Some teachers no longer integrate technology into their curriculums because of the conflicts and hassle of increased permissions needed to use the available technological resources. With email being monitored, teachers are afraid to check email at school for fear that people (even parents and other teachers) may send something that is offensive to the person monitoring the email. This limits the communication link between teachers with parents, students, and coworkers, yet teachers are expected to communicate with these people. Automatic log-off screens in computer labs log students off during small group or lecture time, erasing their current projects and open windows. Constant concern about loosing work distracts students from learning and creates a negative attitude towards computers. Additionally, teachers are often required to have webpages for students and parent accessibility, but districts filter web resources that teachers cannot access. Teachers are then monitored on what can be posted on their pages, and are limited to the templates of the districts.