Acceptable Use of Technology in Schools: Risks, Policies, and Promises

Authors:
Meg Cramer;Gillian Hayes
Affiliations:
University of California, Irvine;University of California, Irvine
Venue:
IEEE Pervasive Computing
Year:
2010

Citing 0
Cited 3

The place for ubiquitous computing in schools: lessons learned from a school-based intervention for youth physical activity

Proceedings of the 13th international conference on Ubiquitous computing
Act collectively: opportunities for technologies to support low-income children with asthma

BCS-HCI '11 Proceedings of the 25th BCS Conference on Human-Computer Interaction
Leveraging children's behavioral distribution and singularities in new interactive environments: study in kindergarten field trips

Pervasive'12 Proceedings of the 10th international conference on Pervasive Computing

Quantified Score

Hi-index	0.00

Visualization

Abstract

For research on pervasive computing technologies and youth to be truly significant, we must ask why mobile devices and social media applications are much less pervasive in the classroom than in other parts of youth life. Mobile devices and social media have considerable potential for learning, from both the individual-skills and socialization perspectives. However, acceptable-use policies have limited the use of mobile devices on school campuses as a response to the risks schools face in dealing with disruptive or harmful speech. Certain perceived risks and observed problems with regard to youth online underlie educators' attitudes toward pervasive technologies in formal learning settings. Educators, researchers, and designers must work together to increase understanding of the youth experience with pervasive computing technologies and provide greater access to these systems and applications in the formal schooling context.