Training connections
All of the preceding connections are not possible without
the development of a training neighborhood, which allows
families and schools access to assistance. A program modeled
after the comprehensive, sequential Educational Technology
Program of the University of Alaska Southeast would
concentrate on classroom applications and a continuum of
training, which ranges from an endorsement program for
teachers to course offerings for parents.
Student-to-student
connections
Frostburg State University has already instituted a
student-to-student link which focuses on creating math
problems at a Allegany County elementary school that are
solved by a school in Wicomico County and vice versa. In
addition, Frostburg is examining the possibilities of a
global community of students and teacher education students
that will open up the world to all concerned.
Confronting the Digital Divide
Knowing that information "haves" have outpaced the "have
nots" in access to technology services, the Webcentric
Community needs to address the accessibility issue if it is
to be successful and meet the needs of the entire community.
One possibility is through expanded community access centers
such as schools, libraries, and other public access
facilities. Training to accompany expanded accessibility
needs to be provided to parents and other community members.
Another major concern for the Webcentric
Community is providing assurance of privacy and protection
of participants in the community. An important component of
the community is neighborhood-based discussions. These
discussions need to be monitored, scheduled, and topic
specific. Participants need to be protected and yet not
limited or discouraged from participating because of the
restrictions.
Defending children's safety and privacy
online is becoming an increasingly important job for parents
and teachers. Through the Webcentric Community teachers,
parents, and children need to know how to be "cybersmart."
Parents also need to be encouraged to become acquainted with
the Acceptable Use Policy (AUP) of their child's school and
the enforcement of that policy.
Conclusion
The plans for the Webcentric Community are extensive,
ambitious, and exciting for rural America. The survival and
growth of this community will depend on a policy and
structural support system that can transcend initial
enthusiasm. Once operationalized, this community can serve
as a model for how communities and families embrace
technology.
References
Johnson, D. (October 2001). Next frontiers. Newsweek.
Hendricks, P. (2001). Building school/family/community
connections through interactive collaboration. MAR*TEC
TechnoBrief No. 10.
Lezotte, L. (1992) Creating the total quality effective
school. Okemos, MI: Effective Schools Products, Ltd.
