Abstract:
The purpose of the study was to gain a deeper understanding of the ‎dilemma surrounding Internet filtering issues for K–12 schools in ‎Kansas, using a qualitative case study design resulting in a ‎phenomenological description of the developing themes, beliefs, and ‎patterns. The analysis was bounded within a K–12 ethnographic ‎perspective, explored and examined primarily through data collection ‎methods that drew on multiple sources of information. The objective of ‎the investigation was to develop an in-depth analysis of themes or ‎issues, with the intent to establish interpretations about the collected ‎cases. The study includes reflections and evaluations of the ‎investigation, as well as suggestions for future research. The ‎investigation revealed that school districts within the sample ‎consistently employed filtering strategies, early in their use of the ‎Internet. These strategies were generally adopted on all student and ‎faculty computers where access to the Internet was available, ‎although a small percentage of districts chose not to utilize the same ‎strategy on computers designated for administrative use. The Internet ‎filtering products in use came from a wide variety of vendors, paired ‎with as wide a variety of options and solutions. Traditionally, these ‎products were associated with a fee, which varied from vendor to ‎vendor in price. Although these fees were a concern within a system ‎that is non-profit, the costs associated with the solution were a second ‎priority to the quality of the solution that was being employed. Multiple ‎issues encouraged districts to implement filtering initiatives, making ‎up a large portion of the results and interpretations of the inquiry. ‎These included, but were not limited to: guidance and security; ‎mandates; undesirable content and materials; lack of monitoring and ‎supervision; issues of responsibility, morals, and ethics; and the ‎beliefs, values, and wishes of the community. Those issues gave way ‎to additional key concerns addressed within filtering sites on the World ‎Wide Web, which focused on the intentions that K–12 schools have, ‎when they adopt Internet filtering strategies. The study concluded with ‎options and opportunities that K–12 schools indicated within their ‎quest to develop appropriate levels of filtering. These included the ‎initial overarching question of simply whether or not to filter, as well ‎as multiple other key factors that included: the requirements of ‎personnel, time, and professional development; collaborative ‎connections with the community; and varying levels of filtering in use.‎