Beware of the hidden on-line threat, Statistics Abuse

“one in five youths (between ages 10 and 17) ‘received a sexual solicitation or approach [over the internet] in the past year.’ And ‘one in seventeen [youths] were threatened or harassed’ online.” Adelman (2000)

I despise scare tactics such as these whether in the news, advertisements, or in this case, an academic periodical. At first glance one would be frightened, upset, or even enraged by these numbers. However, when one applies a bit of logic and math, one can see clearly how this quote is designed to elicit those emotions, and may not be as factual as it appears to be upon first glance. What Adelman fails to mention is: “According to the study, 48 percent of youths under the age of 18 were the perpetrators of the sexual solicitations. In addition, 19 percent of sexual requests came from females, showing that not all sexual solicitors on the Internet fit the media stereotype of an older, male predator.” (Mariano 2000)

“90% of all statistics can be made to show whatever you want - 50% of the time.” – Direct TV ad. Where this particular quote may only be 66% true to life, clearly this is exactly what Adelman was going for by starting out her article with this horrifying statistic. By using numbers from other sources like the article from Mason & Dodds (2005) stating “two-thirds of white children have gone online, just 45%, of black children and 37% of Hispanic” can we really believe that with at most 2/3rds of students online that 1/5 (20%) of all students have been solicited sexually on-line, as Adelman would have us believe?

As pointed out by Marinao (2000) a major discrepancy with this statistic is that it doesn’t account for age grouping by the solicitors. We adults immediately react to Adelman’s quote and assume that these solicitations are all made by adult predators, when in fact, the virtually half of these solicitations are actually made by the student’s peers. But of course, more accurate statistics in this instance lack teeth, complicate the thought process, and invariably lessen or deaden any emotional reaction to the statement.

By applying Adelman’s tactics and Aristotelian logic, one can come to another startling problem which faces educators today. “The number of Elvis Presley impersonators has reached an all-time record high - there are now at least 85,000 Elvis’s around the world, compared to only 170” at the time of his death (Naked Scientist 2000). At that rate of increase, everyone will become an Elvis impersonator by 2054. Currently, this trend suggests that by 2019, one third of the population will have transformed into Elvis impersonators. Therefore it is only logical to conclude that we should be incorporating more Elvis into our education system, as this is a worldwide phenomenon, and we must keep pace with the rest of the planet so our kids do not fall behind in their knowledge of the king.

Despite these facts, I am unaware of any huge sales bumps in blue suede shoes. So before we get all shook up and send more individuals to the jailhouse, rock solid evidence must be collected and presented. It is important to remember we must engage in a little less conversation and take more action and stop, look, and listen to the statistics clearly. Sure, there are countless instances of inappropriate behavior online: individuals requesting someone “love me tender;” or offering: “a teddy bear or a big hunk o’ love;” or scheming to meet at the “Heartbreak Hotel, somewhere in the ghetto.” There are still plenty of teenaged youths who also brag about being “a hound dog” as they have for decades, now just on a digital forum. Yes, we must teach our children online safety, and when to say to someone “don’t be cruel.” That’s all right mama, because there are plenty of security software and protocols available to help parents and teachers protect children.

Despite the fact that her particular article suffers early on from over dramatization, television style sensationalism, and perhaps Pythonesque logic (from Monty Python and the Holy Grail) it does contain some valuable tools and strategies to help teach online safety to kids. Of course, I would have thought that without the obvious abuse of scare tactics Adelman attempted to use. Well, I’m at least 47% sure I’d have thought that.

Resources

Adelman, H. (2004). Teaching online safety. Voices From the Middle, 11(3), 17-22.

Mariano, Gwendolyn (2000) Cnet.com, Children frequently exposed to online solicitations, study finds
http://news.cnet.com/Children-frequently-exposed-to-online-solicitations,-study-finds/2100-1023_3-241672.html

Mason, C. Y., & Dodds, R. (2005). Bridge the digital divide for educational equity. The Education Digest, 70(9), 25-27.

http://www.thenakedscientists.com/HTML/shows/2000.12.03.htm

Digichaff

As the internet gets on in age (10+ years is pretty old in technology years) we are beginning to become plagued with much content that is out of date yet lingering on a server somewhere. Even Google, as good as it is, can pull up ancient sites at the top of a search. One has to be vigilant to place a date range into one’s search to be sure to obtain more up to date links and information.

Case in point. I entered a Google search for "school technology"&"infrastructure" which netted me the following link: http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te300.htm. At first, this site appeared to be a great article with links to more information regarding planning for school infrastructure for technology. Upon reaching the bottom of the article I found that it was posted over 10 years ago, yet was second to the top of the search, and most of the links in this post were no longer valid. Although content of the article is still valid for the most part, its age and false links make it less compelling.

So, as we become more content crazed on the internet, we must also become more savvy and aware of the resources, age, and validity as we attempt to separate the wheat from the chaff in this digital realm.

Less is More

It seems that over the past 10 or 15 years more and more requirements have been added to graduation. Certainly the world has grown far more complex, but does that mean that the required credits for high school graduation must follow suit? More and more, students are being pushed towards a college bound education, whether they want it, are capable or it, are qualified for it, or not.

Yes, we need more students going to college, and majoring in science and engineering if our country wants to maintain its technological edge. However, not all kids are capable of obtaining a college degree, either because of genetics, motivation, or finances. Forcing more credits for a high school diploma will not alter a child’s genetic structure, their motivation, and certainly not provide him or her with the necessary tuition.

We are always going to need: dishwashers, auto mechanics, carpenters, plumbers, waitresses, cashiers, etc. These are all careers that require trade school at most. Does taking four years of high school science really make someone a better auto mechanic? Doubtful. But a well rounded education, including the core subjects and electives will certainly make him or her a better human being.

An example of letting the old go for new is: replace handwriting (cursive) with keyboarding skills. Certainly it is difficult to argue that in the 21st century, keyboarding is a vital skill to learn. Most jobs, including auto mechanic and serving necessitate the usage of computers, and the ability to type certainly makes that part of the job more efficient. I would argue that the ability to write in cursive is virtually useless in the computer age that we now live in. Therefore, we should reexamine the need to teach cursive in schools in lieu of teaching keyboarding in the elementary grades.

So too, other courses or requirements should be reevaluated for their usefulness in the 21st century. To maintain a balanced education, for every thing that is added, something should be taken away.

The Whines of Change

Whether motivated by political, economic, or social conditions, education has always undergone and withstood change. Most recently however, as our world seems to accelerate in changing through mass globalization; increased usage and availability of technology; and the continuing breakdown of cultural barriers, the field of education is having extreme difficulties keeping up with the rest of the world. Why is this? Do educators fail to take advantage of new technologies? Does the education system lack appropriate funding to supply technology to students and faculty? Is the entire education system antiquated? The answer to all three of these issues is yes.

A very large problem that education faces today is unfunded mandates. Many states as well as the federal government have very lofty visions for technology in education, and have passed laws to ensure the adoption of technology. Unfortunately for students, the lawmakers generally haven’t supplied funds to help make these great visions a reality. This leads to the problem of teachers not being able to take advantage of technology because they lack appropriate training in hardware and software, or the tools are not available.

The education system is also still based on the factory model from the 20th century. Unfortunately, the world is no longer an off the rack, one sized fits all place. We have the ability to custom order most items and services to suit our own specific needs. The No Child Left Behind Act (NCLB) serves to attempt to force this same kind of change upon the field of education. Unfortunately, a federal law such as NCLB only serves to strengthen the factory model, not to overthrow it. Education reform will have to take place at all levels, and simultaneously for it to truly be effective and lasting, and all parties including teachers, administrators, parents, and politicians will have to be held accountable for the outcomes.

Unfortunately, this is a vast and multifarious problem, which will require an equally mammoth and multifaceted series of solutions.