WASHINGTON, July 15, 2014 – While interest in high-bandwidth internet is growing every year, many communities remain unserved because state laws inhibit local networks, according to local broadband activists. That’s why the Coalition for Local Internet Choice launched last month: to demonstrate the importance of giving local communities authority over their own networks.
“It’s hard to conceive of any community in this era having at its disposal the full range of educational tools, health care services, government services, and other essential aspects of modern American life without robust Internet access,” said CTC Technology & Energy President Joanne Hovis.
The internet is how people today build and promote their businesses, Hovis said. It’s how they work at home, participate in community life, and more importantly, engage in political and democratic discourse. Yet, many localities often have very few broadband options that offer good service at a reasonable price.
CLIC’s goal is to show that communities adopting their own strategy have greater access to educational resources, better economic development and productivity, lower prices, and more job opportunities, said Christopher Mitchell, director of the Community Broadband Networks program at the Institute for Local Self-Reliance.
Many localities are actually excluded, Mitchell added, from forming partnerships with private partners to build their own networks. Thus, they’re often left with either an inefficient incumbent provider, or none at all because commercial giants won’t invest.
Nevada, for example, has erected barriers effectively banning small community owned networks. Cities like Chattanooga, Tennessee, on the other hand, have opened the door for an abundance of opportunities, Hovis said. That has led to next-generation internet access of robust fiber networks.
“According to the [national broadband] map, it may look like my wife’s parents have good service, but they don’t and are being asked to pay a large amount of money for poor access on slow [digital subscriber line service],” said Mitchell. “They would subscribe if they had a good choice available at a decent price.”
Given the coalition’s infancy, CLIC is in the preliminary stages of developing specific long-term goals. For now, Hovis said, CLIC is focused on following the FCC in its efforts to preempt bans on community-owned networks.
“We are confident that the demand for high-quality services is there,” Hovis said. “The country has never been more aware of the importance of this infrastructure for economic activity and democratic discourse. Demand without availability is a big problem, and we’re trying to address the availability side by saying that localities shouldn’t be restricted.
Mitchell said that CLIC doesn’t support any particular outcome. While more interest may be expressed over time in local networks, it doesn’t mean commercial networks won’t coexist with community-owned networks.
“I do think we will have a wide range of different kinds of network owners, network operators, and services,” Hovis said. “CLIC is not saying one way is better than any other. Every community should be able to choose how it operates. Perhaps [a community] feels it has no need to do anything in this space. That’s just fine. Ideally, we will enable all models and they will all flourish because that’s how we will make up for the broadband deficit.”
Education Executives Tout Artificial Intelligence Benefits for Classroom Learning
Artificial intelligence can help fill in gaps when teacher resources are limited, an event heard.
WASHINGTON, May 25, 2022 – Artificial intelligence can help fill in gaps when teacher resources are limited and provide extra help for students who need individualized teaching, experts said at an event hosted by the Information Technology and Innovation Foundation on Tuesday.
As policy makers weigh the options for a structure for AI in the classroom, panelists agreed on its benefits for both teachers and students. Michelle Zhou, CEO of AI company Juji Inc., said AI technology in the classroom can be tools and applications like chatbots for real-time questions during class, and post-class questions at home for when the teacher is not available.
Lynda Martin, director of learning strategy for strategic solutions at learning company McGraw Hill, said AI provides the extra help students need, but sometimes are too shy to ask.
When a teacher has a high volume of students, it is difficult to effectively help and connect with each student individually, Martin said. AI gives the teacher crucial information to get to know the student on a more personal level as it transmits the student’s misconceptions and detects areas of need. AI can bring student concerns to the teacher and foster “individualized attention” she added.
Privacy and security concerns
Jeremy Roschelle from Digital Promise, an education non-profit, raise the privacy and security concerns in his cautious support of the idea. He noted that there needs to be more information about who has access to the data and what kinds of data should be used.
Beside bias and ethical issues that AI could pose, Roschelle cautioned about the potential harms AI could present, including misdetecting a child’s behavior, resulting in potential educational setbacks.
To utilize the technology and ensure education outcomes, Sharad Sundararajan, co-founder of learning company Merlyn Minds, touched on the need for AI training. As Merlyn Minds provides digital assistant technology to educators, he noted the company’s focus on training teachers and students on various forms of AI tech to enhance user experience.
There is an “appetite” from schools that are calling for this, said Sundararajan. As policy makers contemplate a strategic vision for AI in the classroom, he added that AI adoption in the classroom around the country will require algorithmic work, company partnerships, and government efforts for the best AI success.
Closing Digital Divide for Students Requires Community Involvement, Workforce Training, Event Hears
Barriers to closing the divide including awareness of programs, resources and increasing digital literacy.
WASHINGTON, May 24, 2022 – Experts in education technology said Monday that to close the digital divide for students, the nation must eliminate barriers at the community level, including raising awareness of programs and resources and increasing digital literacy.
“We are hearing from schools and district leaders that it’s not enough to make just broadband available and affordable, although those are critical steps,” said Ji Soo Song, broadband advisor at the U.S. Department of Education, said at an event hosted by trade group SIIA, formerly known as the Software and Information Industry Association. “We also have to make sure that we’re solving for the human barriers that often inhibit adoption.”
Song highlighted four “initial barriers” that students are facing. First, a lack of awareness and understanding of programs and resources. Second, signing up for programs is often confusing regarding eligibility requirements, application status, and installment. Third, there may be a lack of trust between communities and services. Fourth, a lack of digital literacy among students can prevent them from succeeding.
Song said he believes that with the Infrastructure, Investment and Jobs Act, states have an “incredible opportunity to address adoption barriers.”
Workforce shortages still a problem, but funding may help
Rosemary Lahasky, senior director for government affairs at Cengage, a maker of educational content, added that current data suggests that 16 million students lack access to a broadband connection. While this disparity in American homes remained, tech job posts nearly doubled in 2021, but the average number of applicants shrunk by 25 percent.
But panelists said they are hopeful that funding will address these shortages. “Almost every single agency that received funding…received either direct funding for workforce training or were given the flexibility to spend some of their money on workforce training,” said Lahasky of the IIJA, which carves out funding for workforce training.
This money is also, according to Lahasky, funding apprenticeship programs, which have been recommended by many as a solution to workforce shortages.
Student connectivity has been a long-held concern following the COVID-19 pandemic. Students themselves are stepping up to fight against the digital inequity in their schools as technology becomes increasingly essential for success. Texas students organized a panel to discuss internet access in education just last year.
FTC Approves Policy Statement on Guiding Review of Children’s Online Protection
The policy statement provides the guiding principles for which the FTC will review the collection and use of children’s data online.
WASHINGTON, May 23, 2022 – The Federal Trade Commission last week unanimously approved a policy statement guiding how it will enforce the collection and use of children’s online data gathered by education technology companies.
The policy statement outlines four provisions in the Children’s Online Privacy Protection Act, including ones related to limiting the amount of data collected for children’s access to educational tools; restricting types of data collected and requiring reasons for why they are being collected; prohibiting ed tech companies from holding on to data for speculative purposes; and prohibiting the use of the data for targeted advertising purposes.
“Today’s statement underscores how the protections of the COPPA rule ensure children can do their schoolwork without having to surrender to commercial surveillance practices,” said FTC Chairwoman Lina Khan at an open meeting on Thursday.
Commissioner Rebecca Slaughter added Thursday that although COPPA provides the strongest data minimization rule in US law, it’s enforcement may not be as strong, saying that “this policy statement is timely and necessary.”
Slaughter, who was the acting FTC chairwoman before Khan was approved to lead the agency, said last year that the commission was taking an all-hands-on-deck approach to tackling privacy and data collection practices of ed tech companies, which has seen a boom in interest since the start of the pandemic.
Thursday’s statement comes after lawmakers have clamored for big technology companies to do more to prevent the unnecessary collection of children’s data online. It also comes after President Joe Biden said in his State of the Union address earlier this year that companies must be held accountable for the “national experiment they’re conducting on our children for profit.”
Lawmakers have already pushed legislation that would reform COPPA – originally published in 1998 to limit the amount of information that operators could collect from children without parental consent – to raise the age for online protections for children.
Thursday’s FTC statement also seeks to scrutinize unwarranted surveillance practices in education technology, such as geographic locating or data profiling. Khan added that though endless tracking and expansive use of data have become increasingly common practices, companies cannot extend these practices into schools.
Review is nothing new
“Today’s policy statement is nothing particularly new,” said Commissioner Noah Phillips, saying that the review started in July 2019.
Commissioner Christine Wilson, while supporting the statement, was also more withdrawn about its impact. “I am concerned that issuing policy statements gives the illusion of taking action, especially when these policy statements break no new ground.”
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