Dean and Doug, I really appreciate you sharing your policies and district philosophies that can set a model for other districts. Both great models of best practices!

(I would encourage everyone who runs across this post to follow Doug’s link to the article explaining his district’s policies).

I took up this issue in a column in Leading & Learning a couple years ago:

http://www.doug-johnson.com/dougwri/maintaining-intellectual-freedom-in-a-filtered-world.html

I am amazed at how few people understand due process when it comes to filtering. If we treated books the same way we treat Internet resources, we’d all be called fascists, I think.

Doug

* Teachers are recognized as the best filter of materials and resources for their students. Teachers should whenever possible preview and direct students to appropriate materials. Random searching using search tools such as Google or Yahoo may not provide the desired results. Teachers are encouraged to utilize and model effective research skills with their students.
* Teachers need to be proactive in teaching students about appropriate use, privacy and potential dangerous activity on the internet. This should include:
o Specific lessons on safety and privacy
o Continued discussion throughout the year
o Close monitoring of student activity through physical presence and random access of internet histories
* Content Filtering software is not intended to teach students about appropriate use of the internet nor should it be seen as an exclusive monitoring system. The accessing of inappropriate materials will occur. A teacher’s role is to limit this and also provide students with skills and information to make good decisions.
* When considering sites that are distractions or “off task” activities as opposed to inappropriate, teachers should be prepared to deal with this as they would any other off task behaviour.