Comment Re:Are filters in schools that bad? (Score 1) 901
I'm opposed to filtering in schools, because there's no reason to restrict that liberty. I'm not opposed to strict monitoring -- or monitoring for a "block list". Kids that step outside the rules should be swiftly, strictly, and publicly punished or humiliated.
For most things in life, there's no such thing as a "block list". Teaching them that they are accountable for their OWN actions is one of the biggest missing pieces of today's education puzzle.
Also, I can't believe all the anti-technology-for-schools ranting going on here. Sure, it can be a waste of time, and just adding computers isn't a panacea -- but come on, computers will play a HUGE part of any child's future life. How about teaching kids how to find and dissect useful information, evaluate sources, and educate THEMSELVES? Education today is becoming a force feeding, not a buffet. How did YOU learn about the things that fascinate you? Was it because that's what you were FORCED to do? I doubt it.
Let's give kids the tools they need to learn about stuff their teachers may never know, or never want to know. When I was 10-12, I read five full years of back issues for Aviation Week & Space Technology. Without a doubt, I possessed an understanding of modern aviation technology far surpassing any of my teachers -- not because they were incapable of knowing it, but because there was nobody interested in it -- or in a million other subjects. Without the ability to find my own information (thanks Dad!), I would have had zero recourse to learn something that I love knowing about, to this day. If I'd had the Internet then? I would have read about unending fascinating subjects.
Educationally, we misuse technology fantastically. There is so much potential for education. Just by doing math problems, for example, a computer program can easily determine your approximate math competency, and provide problems and explanations that will help you address SPECIFIC problems. It's hard to get that kind of specific attention from overworked teachers who don't have adequate time, resources, or focus to understand a kid's competencies, let alone how to address them.