Posts Tagged parents

Who Filters the Internet?

As I was reading the other day, an interesting thought occurred to me. What if your favorite magazine printed every single article that was submitted to them? What if your favorite TV channel produced and aired every single show that was pitched to them? What would TV, magazines, etc. look like? Here’s the answer: the Internet. I don’t know about you but I don’t want to read every article that was sent into Time Magazine or National Geographic. I don’t want to watch everything that was sent in to channel 9. I want someone to filter out the junk and provide me with something of quality.

But that doesn’t happen on much of the Internet. You get the good and the bad. When you type a Google search for something, you get lots of junk. Go to YouTube.com and you’ll find every ridiculous video that someone with some time and a video camera uploaded. I’m not innocent either, I’ve uploaded some pretty useless stuff (seriously, don’t bother looking at this: homemade “music”. It’s not worth your time). This is one of the simultaneous strengths and weaknesses of the Internet. You get access to loads of stuff you didn’t have before but the price is gobs of stuff you never wanted to see.

Back in 1988 the dad of a good friend of mine stated something about the Internet that shocked me. He said that the Internet was going to reduce the overall quality of information in the world. What? Could this be true? I was young and so was the Internet–what this man said surely couldn’t possibly come true. The comment stuck in my mind because he was a very sharp man and understood technology better than most back then. The sad truth is that he was right. The Internet has diluted the quality of information world-wide. Sure, there are some amazing things available on the Internet–but for every one piece of quality, there are 100 or 1,000 times as many pieces of absolute garbage. Email communication is great but spam is 90.4% of all email. Terrific!

A recent “Did You Know 4.0” video states that “More video was uploaded to YouTube.com in the last two months than if ABC, NBC, CBS had been airing new content 24/7/365 since 1948.” Pretty amazing. Two points to consider however. Is this statistic even accurate? There is no reference to check their math. Apparently the attention-span of the “new media” consumer is so short that the accuracy of facts doesn’t matter. The second point to consider is the quality of that video. YouTube hasn’t ever produced something like Lost, Friends or Seinfeld. If you want more, the Internet is there for you. But I also want quality.

So please don’t see the Internet as if it were something it’s clearly not. No one is filtering the Internet. This is a good and but also bad thing. As good educators, parents, and consumers, we need to keep this in mind.

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When “Free” Isn’t Free

With the explosion of Web 2.0 technologies, one of the things I hear over and over is: “And it’s free!” As educators and technology leaders, we need to be very aware of what is free and what isn’t. Since the beginning, there has been a culture of sharing on the Internet. This sharing includes the good and bad. But there has also been the need to pay the bills. Websites aren’t free. Google doesn’t exist as a community service. Profit is what keeps websites and software companies running. So when a website says that it’s free, one must keep in mind where the money is coming from. Some web 2.0 start-ups are hoping to gain a solid base of users and then get purchased by a larger company. There are lots of examples of this. Other websites give away their product for free for a period of time and then realize that they have to start charging. Smart Internet users know that there’s always that possibility. Other websites offer their services for free but then eventually shut down. How many sites have the last entry on the page: “sorry we couldn’t afford to keep this service/website running”?

Don’t get me wrong. I like free. But I also understand economic reality. When educators begin to rely on “free Internet services,” they need to keep in mind the eventual costs. These might include the cost to pay for the “free” service sooner or later. Or they have the cost of discontinuing the service–this is the cost of lost time and energy investing in integrating the “free” technology into various school programs.  There are also costs of moving from one “free” technology solution to another. That’s lots of time and energy wasted–that’s a huge cost. Technology leaders also need to consider the costs of advertisements. I’ve seen school buses plastered with ads for the local emergency clinic. These ads are typically aimed at adults. Schools need to be very careful when they decide to force advertisements on their students. I’ve seen school sponsored sites that have ads for a variety of products–some completely inappropriate for schools. I don’t want my kids looking at ads when they are using school sites.

Another cost that most don’t consider but I think is important is the cost of spreading out technology over too many websites/web services. Everyone wants to give their base product away for free but you have to use their site. That means that in order to take advantage of cool and free Web 2.0 technologies, students and teachers may have to log into and use three to four different sites. That’s 3-4 additional logins in addition to the ones associated with school logins. That’s why Google is scrambling to combine as many things into one login as possible. And we all know Google’s revenue stream is from advertisements.

Is there such a thing as a free lunch? Not in the internet world. There is always a cost somewhere. Educational technology leaders need to keep these costs in mind when they make decisions.

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Who Should You Call? 911 or Facebook?

A recent event highlights a critical need for adults to help young people navigate the new digital world that we’ve created. Two girls who were lost in a storm drain decided that they should update their Facebook status instead of call for help. Read the story here at ABC News-Australia. It’s imperative that teachers and parents step up to the plate and help young people understand how to use new technology appropriately. We can’t sit on the sidelines and “let the kids figure it out.” We created this technology–it’s our responsibility that it’s used correctly.

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