Unintended Consequences: Content-Filtering Policy in HIDOEJames Petersen
The document discusses unintended consequences of Hawaii's public school content filtering policy. It summarizes that the policy was created in response to outdated federal laws from the 1990s and is now overly restrictive, hindering teaching and learning in today's digital environment. The policy was interpreted and implemented by non-educator office workers instead of educational experts. It proposes involving teachers, administrators and community members to create an updated policy that protects students but also supports 21st century skills and progressive access based on student age and needs.
This literature review examines studies on the use of interactive whiteboards (IWBs) in teaching and learning. Early studies primarily focused on how IWBs affected teachers and students individually. Teacher studies looked at adoption rates, integration of IWBs into teaching practices, and development of new pedagogies. Student studies analyzed engagement, attitudes, and achievement. More recent research considers classrooms as complex systems, finding that IWBs can impact the interactions between teachers and students in ways that change how knowledge is co-constructed. An emerging area of study views IWB introduction as profoundly shaping classroom culture and the relationships within.
Unintended Consequences: Content-Filtering Policy in HIDOEJames Petersen
The document discusses unintended consequences of Hawaii's public school content filtering policy. It summarizes that the policy was created in response to outdated federal laws from the 1990s and is now overly restrictive, hindering teaching and learning in today's digital environment. The policy was interpreted and implemented by non-educator office workers instead of educational experts. It proposes involving teachers, administrators and community members to create an updated policy that protects students but also supports 21st century skills and progressive access based on student age and needs.
This literature review examines studies on the use of interactive whiteboards (IWBs) in teaching and learning. Early studies primarily focused on how IWBs affected teachers and students individually. Teacher studies looked at adoption rates, integration of IWBs into teaching practices, and development of new pedagogies. Student studies analyzed engagement, attitudes, and achievement. More recent research considers classrooms as complex systems, finding that IWBs can impact the interactions between teachers and students in ways that change how knowledge is co-constructed. An emerging area of study views IWB introduction as profoundly shaping classroom culture and the relationships within.