Appropriate Use

As computers have become increasingly ubiquitous in the K-12 setting, educators have to confront many of the abuses of computing technology that the private sector has struggled with since the advent of the information age. Computers and computer networks are complex systems. As complex systems they contain inherent operations that can be used to disrupt computer operations. For example, the "ping of death" takes the networking "ping" command normally used to detect the presence of other network nodes, and uses this same helpful command to disable remote computers. These systemic abuses allow unscrupulous users to attack remote networks, violate copyrights, breach secure and private documents, and generally wreak cyber-havoc on unsuspecting users.

Computers have legitimately become powerful communication devices of their own. They stand apart as being the most free form and interactive media yet devised. As with any media, people can misuse it. The old saying, "one man's ceiling is another man's floor" can well be applied to the concept of misusing computers as a communication media. The crux of the issue is what and who defines "misuse". The entrepreneur might say that spamming is way to inform potential customers of valuable product opportunities. Many "potential customers" consider the practice to be a nuisance. Pornographers, those who advocate ideologies based on hate, and authors of handbooks on pipe bomb production all stand behind the first amendment while other staunch supporters of the first amendment find these activities loathsome. For each alleged misuse of computers as communication tools, there are many counter arguments. In the midst of these debates stand the educators with classrooms full of learners many who are hungry to exploit the medium to its fullest. To complicate the issue more for educators is computer technology's development and expansion at geometric rates. No sooner than one issue is confronted than two new ones crop up.

There are some activities however that most educators would agree are misuses of computer technology in a school environment. They include:

Other grayer areas of computer misuse might include:

A. Using technology information to benefit, rather than to harm
All educators should develop a working technology background so that may be aware of dangers to students. Educators have a duty to protect students from harmful activities. The challenge many educators face is that of becoming educated on what the harmful activities are with respect to technology. Some examples: How are computers and networks hacked? In addition, what sort of content should students be able/not be able to access? While educators may "know" profane or obscene content when they see it, they are not always aware of how that content is accessed and was it accessed with intent. The best protection for students lies in a well-informed teacher who can recognize computer threats to student safety and communicate to technical experts the need to respond to them.

Educators should use existing school policies and existing laws to defend against inappropriate uses and abuses of technology. Educators who are armed with technical knowledge are not without other tools to counter threats. Every school has written discipline codes for both students and staff. Issues of obscenity, profanity, theft, harassment, and physical defacement of school property are generally discussed. This is the first line of defense. Most school districts have written Acceptable Use Policies (AUPs) that outline more specific computer abuses and misuses. Finally, schools are required to report all violations of local, state, and federal laws. Some of the more serious forms of computer misuse/abuse may well be prosecuted.

Educators have a responsibility to positively shape and mold students' attitudes towards technology. Through modeling appropriate computer uses, educators can be a powerful influence. By demonstrating proper computer etiquette and "netiquette", educators can proactively encourage appropriate computer use. By using only licensed, legal software students can see respect for intellectual property rights being honored. The educator's power to lead by example and mold students' attitudes on appropriate computer activities may well be the most powerful tool of all in preventing abuse/misuse of computers and networks.

B. Respecting the rights of others
Educators should examine appropriate uses of technology and develop policies specific to their own particular contexts and educational settings. Educators, once informed of the potential for misuse and abuse of computers and networks, must adapt this information to their particular educational setting. The K-12 setting embraces an enormous range of students from early childhood to high school seniors, and postsecondary education expands the range farther still. As children grow and mature, so do their rights and responsibilities. Just as classroom activities should be age and intellectually appropriate, so should the policies concerning the abuse and misuse of computers and networks. While hacking would not be a salient issue in the primary grades, it is one that has to be seriously addressed at high schools. While it might be inappropriate for a 4th grader to research abortion, this would not necessarily be a subject that would be inappropriate for a high school senior.
A guiding principle for educators is to look at their school and define the abuses and misuse of technology that would most likely affect their population. Once the potential for misuse and abuse are defined, the counter-measures to these must be weighed against the educational mission of the school or class. If the educational mission of a school or class is ignored, then the educational rights and opportunities for some will be limited.

C. Using technology for the greatest good.

Educators must work cooperatively with one another to address appropriate use issues. No educator or group of teachers has all of the answers. At best educators can collectively sense what is the greatest good for the students in our school. To that end schools need committees of teachers willing to explore and learn about technology who are committed to maintaining a safe and user friendly environment for students. There are many issues that defy conduct codes, AUPs, and strict guidelines because of they are dynamic issues with no simple answers. What are the lines to be drawn around religious and political viewpoints expressed on the web? How much commercialism should students be exposed to during the school day? These kinds of questions can only be answered by educators who put them into the context of the students they teach and the schools they teach in. Educators who sit down and discuss these issues, while bearing the educational mission and the goals of their school, can make these kinds of decisions.