Technology for Learning

Content Filtering refers to the use of some computer hardware or software to block certain content from being accessed on the Internet. Some people equate content filtering with any blocking activity, but it is important to separate Internet traffic that is blocked because it has the potential to do damage to the hardware and software, from Internet traffic that contains inappropriate content. Content Filtering provides a mechanism to selectively block Internet traffic based on the nature of the content it holds.

Earlier I wrote about safety and social networking for kids and about “defining safety and security.  I considered defining security through a risk assessment respecting Threats, Vulnerabilities and Controls.  In that context, Content Filtering is a Control that is intended to address specific threats and vulnerabilities as they relate to the student.  Network security such as port blocking and intrusion detection systems are Controls intended to address threats and vulnerabilities associated the technologies directly rather than the people that use them.

Confusion between the two types of blocking – network security and content flltering – has also confused where the responsibility lies for making decisions about what traffic should and shouldn’t be blocked. Technical staff must identify what types of traffic will be blocked for network security reasons and publish these criteria. Typical criteria include malicious software (malware), viruses, and traffic that requires ports to be opened that expose the network to these same threats. Technical staff will also likely block traffic that cannot be identified by intrusion detection systems, such as external secure mail systems or proxy servers.

Content Filtering is a technical solution, but the decision about what to block is not a technical one.  This decision belongs to the education community.  I deliberately choose the label education community, rather than educator, as the decision belongs collectively to the educators and parents with responsibility for the student.

Content Filtering is a controversial topic within the education community. Some promote open access to content, teaching children to be critical consumers of the Internet. In the same spectrum, some consider Content Filtering to be a form of censorship. Others believe that there should be differential filtering dependent on the age of the student. In that context there should be more filtering in primary grades and progressively less filtering in higher grades. Wesley Fryer has written about tiered  content filtering issues where he proposes differences between teachers (greater access with ovveride capabilities) and students (restricted access).

Let’s keep the debate about Content Filtering where it belongs – in the education community. Thinking it is a technical decision creates the wrong discussion in the wrong place.

Update: Alec Couros recently posted about a U.S. study that reported students are also concerned about filtering impacting their learning. Two points: students should be included in the educational community discussion as soon as they are old enough to voice an opinion; and this debate is no longer just important, it is also urgent.

I acknowledge the U.S. tie-in to CIPA and funding. I am also optimistic that the right debate will yield a reasoned result.