Children and Media

Students increasingly must gain 21st century technology skills to succeed in life after high school. Despite the technological shift driven by rapid innovations, approximately 5 million US households with school-age children still do not have access to high-speed Internet at home. The paper gives school leaders guidance to improve digital access in their communities.

In addition, CoSN puts forth recommendations for districts to build and strengthen their networks and identifies funding opportunities for school systems to improve digital equity. These include leveraging capital expenditures, operational expenditures, federal and state funds, bonds, levies, grants, and in-kind and school-to-business partnerships to address digital equity. “School-to-Home” details the main barriers to extending broadband to homes nationwide. These include assessing size of the connectivity problem and addressing the need for adequate Internet access at home and in the community, particularly for students from low-income homes. Despite cost and lack of fiber or high-speed Internet availability, some districts are improving Internet access by promoting public Wi-Fi access, providing Internet in school parking lots and athletic fields, and establishing portable loaner Wi-Fi hotspots for student use to take home to do school work.

The Supreme Court struck down a North Carolina law that bars convicted sex offenders from Facebook, Twitter and other popular sites. The justices ruled unanimously in favor of North Carolina resident Lester Packingham Jr.

His Facebook boast about beating a traffic ticket led to his conviction for violating a 2008 law aimed at keeping sex offenders off internet sites children might use. The court rejected the state’s argument that the law deals with the virtual world in the same way that states keep sex offenders out of playgrounds and other places children visit. “In sum, to foreclose access to social media altogether is to prevent the user from engaging in the legitimate exercise of First Amendment rights,” Justice Anthony Kennedy wrote in his majority opinion.

Over the past decade, the "digital divide" in America's public schools has shifted. Classrooms in nearly every corner of the country have been flooded with devices and software. High-speed internet connectivity has expanded dramatically. Undoubtedly, there are still big disparities in the technologies available to the haves and the have-nots. But in places like Pittsburgh's southwestern suburbs, where some local school districts are engaged in a kind of ed-tech arms race, just offering kids the latest-model laptop isn't enough. Instead, what distinguishes the most innovative schools is what students and teachers do with the technology they have.

Parents want their children prepared to shape the future, not get steamrolled by it. To make that happen, schools like South Fayette Intermediate try to surround teachers like Bishop with supports and learning opportunities, so they can continually find new and powerful ways to integrate technology into their classrooms. For most districts, it's a huge challenge.

"Fake news is nothing new, and its impact on the national conversation is nothing new, but public awareness is very high right now,” says Peter Adams, who leads educational initiatives for News Literacy Project. Now, Checkology is being used by some 6,300 public and private school teachers serving 947,000 students in all 50 states and 52 countries. Norwood began using the program in March following one of the most frenetic elections in American history. The platform offers lessons on the First Amendment, the difference between branded content and news, and how to distinguish between viral rumors—political and otherwise—and reported facts. Teachers help the kids understand sourcing, bias, transparency, and journalistic ethics.

[Commentary] After 20 years, it's time to reconsider the Federal Communications Commission guideline effectively requiring TV stations to air three hours of educational and informational children programming each week. If it cannot be demonstrated that such programming is effective, the intrusion on broadcasters' First Amendment rights cannot be justified.

[Jack Goodman practices communications law in Washington. He was previously general counsel of the National Association of Broadcasters]