Some pupils - given access to networks, bulletin boards or internet newsgroups - will take advantage of their anonymity and potentially huge audience and make of them similar use to that which is made of walls or table tops to daub graffiti on using, for example, 'Anglo-Saxon' words as file names. Needless to say, such 'verbal pollution' is not welcomed by most users of such systems.
The obverse to this is due to the na•vetˇ of many pupils. Some years ago, at an open evening, I used a modem to connect to a multiuser chat conference. The participants communicating via keyboards situated in various locations in the UK were identifiable only by the nicknames they had decided to use. There was no way that one could tell the age, gender or location of the participants. I left the pupils in this chat unsupervised for a few minutes. I returned just in time to prevent one of the girls involved from typing in her telephone number.
Access to other computer systems via telephone and modem has become easier with the development of the internet. Such access not only allows for easy connection to bulletin boards, some of which would be totally unsuitable for school pupils, but also allows pupils to download files containing images which would be illegal in this country. The internet is a worldwide network. Potentially there is a huge amount of harmful material out there just waiting to be accessed.
Some service providers to the education sector, such as the BBC Networking Club, Zynet, and RM's Internet for Learning (see ECT February 1995, page 30) are aware of these issues and are building in procedures to limit or prevent access to undesirable sources. There is some doubt, given the nature of the internet, whether such limitations will be effective against pupils who know what they are doing.
Currently, accessing another computer system via a modem and telephone line involves paying the usual charges to BT or Mercury for the privilege of using their lines. This is in addition to the subscription paid to the service provider to which you are connecting. A school could run up some very high telephone bills if pupils were to be given uncontrolled access.
Within two years the majority of schools may well have permanent on-line connections to either the full internet, or to a countrywide education network. Such leased lines do not incur any charges beyond the rental costs, which are of course substantial. However, the prospect of having every school network in the country connected via such a network is exciting. Theoretically, any pupil in the country can be in contact with any other pupils, exchanging electronic mail, data, text and graphics files.
Undoubtedly such networks will cause headaches. Schools need to closely control and monitor all usage. As discussed in ECT in January (page 44), schools need to have clear policies on these issues.
There is another aspect to communication via networks that carries few risks. Human languages initially evolved as a means of communicating face-to-face. Gestures and voice inflexion are part of this type of communication. People can still use voice inflexion when talking on the phone, and often will even use gestures even though the person they are speaking to can't see them.
Communicating via words typed on the keyboard lacks even the subtle signals and creativity possible with the hand-written word. This has been partially made up for by the use of 'smileys'. These are symbols used to add humour and character to messages, as well as being the typewritten equivalent of smiles, winks and frowns. If you've not already met them, you might try and work out what the following are intended to convey. (Looking at them sideways will help!)
:-) is the classic smiley
:-( the opposite
One sure sign of a beginner on bulletin boards is the use of CAPITAL LETTERS. This is considered to be as rude as shouting in a conversation. Beginners also, quite naturally, tend to ask a lot of questions. You might think that the old hands would be only too willing to help. Even a battle-hardened teacher, however, gets tired of answering the same question over and over again.
As a result, many systems have an FAQ, or Frequently Asked Questions List, which new users can consult instead of pestering more experienced users. Indeed, it is always a good policy to wait at least a week when wanting to contribute to a newsgroup that you are new to in order to get the feel and flavour of 'postings' (contributions) and be able to participate in similar spirit.
Most software allows you - in replying to postings - to quote all or part of a message. Again, it is good practice to do this judiciously. No-one will thank you for quoting all sixteen lines of a previous message only to add 'I agree' at the end. Far better to edit what you are replying to and interleave your comments. It is also far more likely to be read.
'Bandwidth' is the term used to describe the capacity of networks as there to be consumed by the user. It is also considered bad netiquette to waste bandwidth by, for example, using long 'sigs'. Your sig is the electronic signature containing your name and details and perhaps an amusing quote or aphorism. For this to be too long, tempting though it may be, not only decreases its impact but also - like long badly written rantings (also known as 'flames') - wastes electronic space. There are many FAQs outlining the netiquette in full and these should be consulted and worked through with pupils.
Using computer networks to communicate has produced a culture of its own. Joining this culture might seem a bit daunting at first, but can quite rapidly become an essential additional medium for communication. You will - by listening and looking before rushing in - grow to find this culture both fascinating and indeed very accessible.
Our pupils are growing into a world where it will be as natural a means for communication as the telephone or the printed word. Part of our role as teachers is to help them to become aware of the sensitivities of those with whom they communicate, as much as to teach them the use this new
medium.
Contributor : Bob Ding