The digital divide and digital literacy are key issues relating to use of all ICT in education. However, use of Web 2.0 technologies relies specifically on relatively unrestricted access to the internet and other forms of digital network, which raises another difficulty with its utilisation. Schools have a duty of care to their students, and as such internet access in schools must be restricted to prevent access to illegal and inappropriate content. In the current educational environment in Australia, some popular Web 2.0 sites are also blocked. This is generally to mitigate perceived risk relating to cyber-safety. These risks are as a general rule, poorly understood by society at large, which further amplifies perceived risks to schools in increasing access to internet tools and content (SICTAS 2009).
There are of course many perfectly safe and powerful Web 2.0 tools (we've looked at a number in this unit), assuming that the administrator has appropriate awareness of the dangers and security and privacy options on offer. However, inflexibility of school site blocking systems may still result in access restriction to these tools, as well as educationally relevant content from blocked sites (SICTAS 2009). If these barriers are not overcome to some extent across all schools, some students could be disadvantaged, which would only further the previously mentioned 'digital divide'. Regardless, accountability to students, parents, governments and society at large means that extensive use of Web 2.0 in education would require schools and education departments to continually balance unleashing its full potential with concerns relating to cyber-safety (SICTAS 2009).
References
1. SICTAS 2009. 'Web 2.0 site blocking in schools', strategic ICT advisory service,
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