Title: Is personal eMail subject to open-records law?

Category: Tech Upgrades
Author: jmatting

Tuesday, September 15, 2009

Is personal eMail subject to open-records law?

Mon, Sep 14, 2009

 

Is personal eMail subject to open-records law?
That’s the question before the Wisconsin Supreme Court in a case involving public school teachers

 

Primary Topic Channel:  email , Litigation

 
The Wisconsin Supreme Court will determine if teachers’ personal eMails are public documents.

A case that will be argued before the Wisconsin Supreme Court in November could set a precedent that affects the way educators and other public employees use their eMail.

The court has agreed to hear a case that will determine whether the public’s right to know what its government is doing extends to reading personal eMails of teachers sent while at work–and legal experts say the employees in question, and all public school employees in general, might not have a reasonable expectation of privacy.

“The whole idea of a concept of expectation of privacy as a public employee is really sort of illusory. There’s not an awful lot of privacy, and one shouldn’t assume that there is,” said Cathy Ahern, partner at the Guercio & Guercio law firm in New York. “And I think this case, no matter how it’s decided … is really a cautionary red flag to everyone to not use their eMail for personal reasons unless it’s very minor and very incidental.”

The case began when a private citizen filed a public-records request asking the Wisconsin Rapids School District to provide eMail messages sent “from the computer [the teachers] use[d] during their school work day” between March 1 and April 13, 2007. He stated that he was on a “fishing expedition” to see if the teachers violated school policy by using their work eMail to discuss school board elections.

Five of the teachers objected to the release of purely personal eMail messages that did not relate to the school district or to any official acts of government, and they argued that the school district should at least remove purely personal text and any personal eMail addresses prior to the release of the messages. The circuit court ruled in favor of the district, stating that the privacy and “reputational” rights of Wisconsin citizens in their personal eMail messages did not outweigh the public interest in disclosure.

The district argued that the teachers’ privacy interests are weakened because they were aware of its computer policy, which warns users their eMail could be monitored. Pilar Morin, a partner at Liebert Cassidy Whitmore in San Francisco, agrees that this policy weakens the teachers’ case.

“The employees in question knew that the employer was going to be monitoring their eMail, because they had notice of an eMail policy or an electronic communications policy,” Morin said, adding that the teachers argue they were unaware of the scope of the public-records act.

“I think all employees have to be aware that if they have signed off on an electronic communications use policy and their eMails are running through the network, then essentially those communications become the property of that employer–and the employer [might] have certain legal obligations,” she said.

An opinion written by judges at the District IV Wisconsin Court of Appeals certified the teachers’ appeal to the state Supreme Court.

“Whether and to what extent personal eMails of public employees are subject to the open-records law is a question of first impression in Wisconsin. We believe the Supreme Court is the appropriate forum to decide this important question,” the opinion read.

Oral arguments are scheduled to be heard by the Wisconsin Supreme Court on Nov. 10.

Links:

Wisconsin Rapids Public Schools

Karen Schill v. Wisconsin Rapids School District

 


Title: 10 Most Dangerous Things Users Do Online

Category: Tech Upgrades
Author: jmatting
 

10 Most Dangerous Things Users Do Online

The Staff of Dark Reading
 
 
Courtesy of Dark ReadingEnd users — god bless ‘em. You can’t live with ‘em — but without them, you wouldn’t have a job. They’re the reason you have an IT infrastructure; they’re also the single greatest threat to the security of that infrastructure.

Because, in the end, most users have no idea how dangerous their online behavior is.

No matter how many times they train them, no matter how many classes they hold, most IT professionals still watch helplessly as end users introduce new malware because they “just couldn’t resist looking at the attachment.” Security pros cringe as their users download software for personal use, turn off firewalls to speed up a connection, or leave their passwords stuck to their laptops.

Wouldn’t it be nice if you could give end users a list of the most dangerous things they do online every day, and then tell them why those activities are particularly risky?

We thought so, too. The following is our list of “The Ten Most Dangerous Things Users Do Online,” along with some explanation of the risks — and solutions — associated with each. This list was generated directly from input we’ve received from IT people like you, and is arranged in descending order of danger, based on votes received from the experts and analysts who make up Dark Reading’s editorial advisory board.

Stick this up on the door to your office. Better yet, stick it up on the company bulletin board — or post it directly to each of your users. If it keeps one user from making a big mistake, then we’ll have done our job — and so will you.

1. Clicking on email attachments from unknown senders

We know, we know. Haven’t we beaten this one to death already? With all the computer training courses, news reports, magazine articles, and memos from the IT department, are there any users left out there who don’t know they aren’t supposed to open email attachments from strangers?

Apparently, there are. IT managers, consultants, and other experts maintain that of all the dangerous things corporate end users do, opening email attachments is still the most potentially damaging. Even with today’s new range of exploits, email attachments are still the most likely means of contracting viruses, worms, Trojan horses, and other infections. And because these attachments usually contain applications or executable files, they have the greatest potential to instigate the complete takeover — or destruction — of an enterprise PC.

But shouldn’t end users know this by now? An August survey by security software vendor Finjan offers an interesting perspective. In a straw poll of 142 U.K. office workers, Finjan found that 93 percent of respondents knew that attachments and links found in email messages could contain spyware or other forms of malicious code embedded in them.

The problem isn’t that users don’t know the risks — it’s that they can’t help themselves, Finjan said. In the survey, 86 percent of the workers admitted they open attachments and click on links without being sure if it’s safe to do so. And despite frequent warnings, 76 percent of those surveyed said they routinely open what they assume to be viral marketing files, such as funny videos, jokes, or Websites.

“It’s still the most dangerous thing end users do,” says Richard Stiennon, founder of IT-Harvest, an IT consulting firm.

2. Installing unauthorized applications

What do you mean, “no IM?”

If you’re like many organizations today, prohibiting instant messaging is out of the question. IM is rapidly becoming a standard corporate communication tool, even as the number of IM exploits rises. Like any other peer-to-peer application, instant messaging comes with some serious risks, but once your users are hooked on IM, they are hooked.

“IM is too useful to completely restrict. If you try to lock it down, but don’t provide any outlet for employees to stay in touch with the outside world, users will find a way around your security policy,” says Thomas Ptacek, a researcher with Matasano Security. “It’s 2006. Your users are going to use IM.”

IM isn’t the only peer-to-peer app your users may be installing on their desktops. There’s Kazaa and other free file-sharing utilities that let users share documents, software, and music. But this freedom has its cost. “These applications can increasingly be the source of new viruses,” says Rob Enderle, principal analyst with the Enderle Group, an IT consultancy.

And like other unauthorized or unregulated communication, P2P apps create the risk of bad stuff coming in and sensitive corporate or personal stuff going out.

It’s safest to standardize on one of the popular IM platforms, such as AIM and MSN, for instance, says Ptacek. “The only question is whether you’re going to be able to monitor and control it or not.”

The best defense is to ensure users have only user — not admin — privileges on their machines, says Daniel Peck, a security researcher with SecureWorks. And have a written corporate policy about what users can and can’t do with these apps.

“And never install programs unless you know what they do, whether they are ‘comm’ programs or otherwise,” says Gary McGraw, CTO of Cigital.

Your desktop firewalls can block specific ports, for instance, and a host-based IPS can also help you lock down your desktops. “But that’s not foolproof,” warns Peck. If your organization can’t live without instant messaging, you can require IM sessions to be encrypted, he says.

3. Turning off or disabling automated security tools

It still happens: A user, frustrated by the slow performance of an ISP link or the constant exclusion of specific types of files, finds a way to turn off the firewall on his remote PC — or even at a branch office. Then, as if that’s not bad enough, he “forgets” to turn the firewall back on, leaving that site open to all sorts of attacks until someone from IT finally recognizes the problem and reactivates the barrier.

And it isn’t just firewalls: Every day, users reschedule automated virus updates, remote security patch installations, or requests to change their passwords. Security stuff, they say, is an administrative hassle and keeps them from doing their “important” work.

The disabling of carefully-evaluated, state-of-the-art security technology might be the most dangerous thing that users regularly do, according to the Enderle Group’s Enderle. “This is what keeps many of us [IT and security professionals] up at night,” he says. “Security applications take some overhead and may lower performance [of the end station]. Folks will turn them off as a result.”

Cigital’s McGraw agrees. “Sometimes you just have to postpone the old monolithic virus scan so you can get some work done,” he notes. “There’s always a tradeoff — make sure you make the right one.”

Most enterprise firewalls and antivirus applications now contain configuration options that enable IT to eliminate the “turn it off” option from the user’s desktop, McGraw observes. In many cases, it may be better to force the user to accept a patch or a slow ISP connection — and deal with the complaints — than to leave the company’s systems open to remote attack, experts say.

4. Opening HTML or plain-text messages from unknown senders

While most end users today are aware, if not respectful, of the dangers associated with opening email attachments from strangers, many are not aware of the threats that may lie in a normal, everyday text or HTML message that contains no enclosure. Most of these users are those who have not updated their computer training lately, and still labor under the illusion that only email attachments can contain malware.

Many experts now believe that HTML mail poses a threat that may eventually be as serious as the traditional email attachment. HTML text — and increasingly, images — can be infected with spyware, and in some cases, executable code. In July, experts at iDefense Labs, the security research arm of Verisign, discovered a new, relatively simple method of embedding shell code into commonly-loaded Web images, such as computer graphics, online photos, or PDF documents. (See Lethal Shell Game.)

HTML files may contain Java Scripts, ActiveX controls, or macros that can allow an attacker to gain control of a PC or turn into a botnet zombie, noted Finjan, in a White Paper issued last month. “The vast majority of Web pages contain one or more types of active content, with an unmistakable trend toward increasing use of active content in Web pages,” the company said.

In a study of the Web surfing habits of some 15,000 business users, Finjan found that about 6.9 percent of HTML traffic contained at least one content type that violated the security policy of the enterprise involved. Studies such as these have caused some enterprises to restrict the use of HTML email, or even disallow it altogether.

“There is plenty of active-content spam out there, and phishers use it, too,” says Cigital’s McGraw. “When in doubt, delete it without looking at it. If it’s important, real mail, the sender will try again — or maybe even pick up the phone.”

5. Surfing gambling, porn, or other legally-risky sites

One of the oldest abuses of corporate Internet links, the downloading of porn, gambling and other objectionable data is another still-popular activity that falls into the “I thought we had that fixed” category.

Most companies today have established that such content, even when technically legal for consumers, could create a hostile working environment for employees, subjecting the company to legal or punitive action. Any human resources department will tell you that these pursuits are a major no-no, and most IT professionals will tell you that they have deployed some sort of content filter to restrict access to objectionable content.

However, the problem still runs rampant in some organizations. In fact, an investigation of the U.S. Department of the Interior published last month turned up some alarming data regarding the online surfing habits of its 80,000 employees.

In a study of one week’s worth of computer logs, the U.S. Office of the Inspector General (OIG) discovered over one million log entries in which 7,763 DOI computer users spent more than 2,004 hours accessing game and auction sites. Extrapolated over the course of a year, these shopping and gaming binges could account for 104,221 hours of lost productivity — more than $2,027,887 in lost costs, the OIG said.

The OIG found that a significant number of employees were accessing pornographic sites, many for periods of 30 minutes to an hour. Four employees were found to have downloaded egregious volumes of pornography, including child pornography, and each was prosecuted and sentenced for anywhere from 10 months to eight years in jail.

The DOI had implemented Website monitoring and blocking software, but users were still able to get around it, the OIG said. In a final spot check of the DOI systems in August, OIG investigators were able to access both pornographic and gambling sites on three of the department’s four main computer systems, despite the presence of content filtering and blocking tools.

Online gambling and pornographic sites also are “becoming a frequent source of infection via drive-by downloads and zero-day exploits,” observes Richard Stiennon, president of IT-Harvest.

6. Giving out passwords, tokens, or smart cards

The password problem is as old as computers themselves. Despite years of trying, however, no one has come up with a workable solution.

In a study published just this week by global research firms Nucleus Research and KnowledgeStorm, companies’ attempts to tighten IT security by regularly changing and increasing the complexity of passwords is having no impact on security.

Despite years of IT warnings to the contrary, about one in three people still write down their computer passwords somewhere near the machine, either on a piece of paper or in a text file on a PC or mobile device, the researchers said.

“This is really a lot like Mom and Dad buying a great new security system for the house, and Junior leaving the combination under the doormat,” said David O’Connell, senior analyst at Nucleus Research, in a published interview. “Passwords are high maintenance. People forget them, people lose them, they have to be reset.”

Some experts also say that employees can be too trusting of acquaintances, colleagues, and family members who may “borrow” their passwords or authentication tokens, exposing them even more broadly to loss or theft. This is a particular risk among telecommuters or road warriors who may give out their passwords to help a friend or relative. “You might trust the employee, but you have to draw the line at friends and family,” says one expert.

The researchers at Nucleus Research and KnowledgeStorm suggested that enterprises should look to increasingly improving authentication technologies, such as single sign-on and biometrics, as potential answers to the age-old problem of password management. Online payment vendors Pay By Touch and UPEK earlier this month unveiled a finger-sensor payment service, TrueMe, which lets users access account information through a biometric fingerprint scanner. (See Power Pay.)

7. Random surfing of unknown, untrusted Websites

Browser-based vulnerabilities are becoming one of the most popular targets of attackers on the Web. Just ask Microsoft and Mozilla, which have been busy patching new vulnerabilities the past few months. If your organization gives users free reign to surf the Web during or after business hours from the corporate network, beware.

In addition to the well-documented cross-site scripting (XSS) vulnerabilities floating around, there’s also a lot of adware and spyware. (See Hackers Reveal Vulnerable Websites .) You shouldn’t put it past that 20-something intern to download some free music, for instance, and inadvertently contract some malware as a result.

Even if your corporate policy restricts Web access, the 20-somethings may not honor it. “This is something that young employees, bored security guards, and interns are more likely to do,” says the Enderle Group’s Enderle. “It’s an attractive nuisance, and one of the reasons for a proxy server.”

Internet Explorer 7.0, which was released by Microsoft yesterday, and the new upcoming Firefox 2.0 are expected to help browser security — at least until attackers start cracking them. But that may be wishful thinking: IE7’s first bug was reported just hours after it went live last night, although Microsoft says the issue is a component in Outlook Express rather than in IE7.

“Attackers have started to compromise enterprises through the use of browser-based and other client-side vulnerabilities,” says David Goldsmith, president of Matasano Security. “This also applies to home users who are becoming increasingly more security-savvy. Hopefully, the releases of Internet Explorer 7.0 and Firefox 2.0 will make it even more challenging for attackers to compromise the browser.”

So if you’re going to restrict Web access, how do you determine what sites you can trust or not? “If you’re really paranoid, surf with active content disabled, use Opera or Firefox, and run your browser with very little permission,” says Cigital’s McGraw.

8. Attaching to an unknown, untrustworthy WiFi network

There’s nothing more soothing than a good cup of java (lower-case) and a free WiFi connection at your local coffee shop. But watch that guy at the booth next door — he may be hacking into your laptop over that very same WiFi link.

Your users are even more at risk if their wireless card uses the Wireless Access Protocol (WAP), which is notoriously simple to hack. A hacker can use a sniffer and grab your corporate user name and password, for instance, or infect you with a worm, says Daniel Peck, a security researcher with SecureWorks.

Even if they’re only sipping coffee and working offline, an attacker could use your employee’s wireless card to access his machine — and eventually, your corporate network.

It’s tempting for a user on the road to jump on the closest WiFi connection they pick up while waiting at the airport or some other public place. “There is no way of ensuring that the networks they connect to aren’t run by a malicious attacker,” says Matasano Security’s Goldsmith. “While the unsuspecting user surfs the Web, an attacker could be using a man-in-the-middle attack to monitor their traffic — or even worse, use a client side attack toolkit to compromise their machine.”

A personal firewall can help, says the Enderle Group’s Enderle — as long as your users keep it turned on, that is.

“Attach away. Just tunnel through with SSH or a VPN client,” says Cigital’s McGraw. “Also be aware of low-level attacks, and don’t do anything too sensitive.”

But the only way to ensure that your users won’t get hacked via WiFi is to have them disable their wireless card altogether while they work from public places, says Matasano Security’s Ptacek. “The safest reasonable attitude right now is that even browsing available wireless networks is risky.”

9. Filling out Web scripts, forms, or registration pages

If your users could actually see a hacker looking over their shoulder as they logged onto a Website or typed sensitive data into a registration page, maybe then they would think twice. But since keyloggers and XSS don’t have a human face, you’d better hope your users are hanging out on SSL-secured sites — and know just what constitutes sensitive corporate data.

“Most Websites handling sensitive info use SSL to protect the data in transit — check for that,” says Cigital’s McGraw.

Users are more likely to get hacked if they use the same username and password for most every site they visit — a habit that puts their personal data in jeopardy, as well as the company’s.

And even a trusted site can have an XSS exploit embedded in it. All it takes is for a user to read a message on a bulletin board post that contains malware, and an attacker could gain control of the user’s browser session.

Remote sessions should be encrypted using SSL. But SSL isn’t foolproof — it has its own litany of problems and weaknesses, such as its susceptibility to man-in-the-middle attacks and keystroke loggers. “SSL has had some issues, but it’s the best thing out there,” says SecureWorks’ Peck.

But the bottom line is that consumers are more likely to enter sensitive data into Web scripts or registration pages than enterprise users, says the Enderle Group’s Enderle. “Employees seldom have the opportunity to do this,” he says. “Of course, we probably

10. Participating in chat rooms or social networking sites

The very same parents who frantically try to keep their kids off of MySpace are now flocking to business social networking sites like LinkedIn, either from home or at the office. They join a colleague’s “network” on LinkedIn, post messages, and maintain their own presence on the site. That’s much safer than MySpace, because it’s just like a professional organization, right?

Wrong. Social networking sites are a social engineer’s dream come true.

“The biggest security challenges businesses face with business social networking like LinkedIn is the sheer amount of information that a social engineer can learn by doing simple searches,” says Matasano Security’s Goldsmith. “Attackers can find out who your business partners, vendors, and clients are simply by viewing your shared connections.”

There’s simply no way for LinkedIn and other sites to validate a member’s employment record, so an attacker can claim to work at Matasano and find out which current and past employees are on the site. “Services like LinkedIn try to guard sensitive employment information by restricting it to colleagues — you have to have worked with Dave Goldsmith before to be able to click on him and see his work history, or have him come up in a search for ‘Matasano,’” says Matasano’s Ptacek. “But anyone can sign up to LinkedIn and claim to have worked for Matasano.”

Users can also inadvertently leak sensitive company data in a message board post with a buddy, for instance. It may reach eyes for which it wasn’t intended, or they may not realize that chatting about what they’re doing at work today may lead to a corporate data breach. “It’s different than having drinks with a buddy after work,” says SecureWorks’ Peck.

Aside from a chatty user, a browser can also be a weak link. “ActiveX controls and their browser can be used by an attacker to get into the corporate network,” Peck says. “There are a lot of Web app vulnerabilities we’ve seen.”

Even if you have a “closed circle,” that doesn’t mean you don’t touch the outside world. Just clicking onto the site of a buddy’s buddy can get you into security trouble. “Every subpage you go to in LinkedIn or MySpace is like going to a whole different Website,” Peck says. “It’s most risky when you’re going to the sites of people you don’t know.”

Aside from the social engineering threat, there’s also the very real threat of getting infected with XSS, keyloggers, worms, and spyware (just ask MySpace users). “There’s going to be vulnerabilities in the software,” Peck says.

If an enterprise allows access to social networking sites, it must ensure that users are wary of who they’re communicating with and what type of sensitive information they may be exposing. The bad news is you may not know until it’s too late.

“You should assume that anything you post to a social networking site is public,” says Matasano’s Ptacek.

— The Staff of Dark Reading

 


Title: Plagiarism in the Internet Age

Category: Tech Upgrades
Author: jmatting

March 2009 | Volume 66 | Number 6
Literacy 2.0    Pages 64-67

Plagiarism in the Internet Age

Rebecca Moore Howard and Laura J. Davies

Using sources with integrity is complex. The solution is teaching skills, not vilifying the Internet.

Many teachers see plagiarism as a simple, black-and-white issue. Teachers often bring up the topic at the beginning of a research paper unit, discuss it in one classroom period, and never say the word plagiarism again unless students are caught copying, when this term is dragged out once more to accuse and punish the guilty. Teachers warn students not to copy—or else—and present them with citation guides and the trinity of techniques to write using others’ research without plagiarizing: quoting, paraphrasing, and summarizing. The onus then falls on the students, who are expected to use these techniques well, assuming that they know how to do so.

In an age when students gravitate to online sources for research—and when tremendous amounts of both reputable and questionable information are available online—many have come to regard the Internet itself as a culprit in students’ plagiarism. Some teachers go so far as to forbid students from researching online, in the mistaken assumption that if students are working from hard-copy sources only, the problem will disappear.

We believe that an approach far different from either warnings and punishment or attempts to curtail online research is warranted. Teachers who wish to prevent plagiarism should devote extensive instruction to the component tasks of writing from sources. This instruction should focus on the supposedly simple technique of summarizing sources, which is in truth not simple. Many students are far from competent at summarizing an argument— and students who cannot summarize are the students most likely to plagiarize.

Our argument may seem innocuous, but it profoundly contradicts widely shared attitudes. Most approaches to confronting plagiarism start from the premise that it is something to prevent simply by imparting information and “getting tough.” A didactic children’s book and accompanying instructor’s manual that we saw recently exemplified this premise. The book told the tale of a young student who unknowingly plagiarizes by copying information from an online source into her report on the American Revolution. The teacher in this tale uses the incident to teach students that using others’ words without attribution is a serious crime. He then emphasizes to students the importance of citation and source integration techniques and enlists the school librarian to model how to cite outside works used in a piece of writing.

Instructional materials like these imply that teachers can stop inappropriate use of sources through three strategies: (1) teaching students from early grades the nuts and bolts of crediting all sources they use; (2) designing plagiarism-proof assignments that spell out how works should be cited and that include personal reflection and alternative final projects like creating a brochure; and (3) communicating to students that you’re laying down the law on plagiarism (”I’ll be on the lookout for this in your papers, you know”).

However, good writing from sources involves more than competent citation of sources. It is a complicated activity, made even more complex by easy access to a seemingly limitless number of online sources. Any worthwhile guide to preventing plagiarism should

  • Discuss intellectual property and what it means to “own” a text.
  • Discuss how to evaluate both online and print-based sources (for example, comparing the quality and reliability of a Web site created by an amateur with the reliability of a peer-reviewed scholarly article).
  • Guide students through the hard work of engaging with and understanding their sources, so students don’t conclude that creating a technically perfect bibliography is enough.
  • Acknowledge that teaching students how to write from sources involves more than telling students that copying is a crime and handing them a pile of source citation cards.

 

Students don’t need threats; students need pedagogy. That pedagogy should both teach source-reading skills and take into consideration our increasingly wired world. And it should communicate that plagiarism is wrong in terms of what society values about schools and learning, not just in terms of arbitrary rules.

The Blame-the-Internet Game

Many commentators point to easy accessibility of a plethora of information on the Web as a chief cause of student plagiarism. Researcher Sue Carter Simmons (1999) quickly dispels that myth: Students have been systematically plagiarizing since at least the 19th century. Doris Dant’s 1986 survey of high school students, conducted well before the Internet became a cultural phenomenon, confirms this finding: Eighty percent of the high school students Dant surveyed reported having “copied some to most of their reports,” although 94 percent said they had received instruction in attribution of sources. The Internet is at most a complication in a long-standing dynamic.

However, certain features of online research may affect how plagiarism creeps into writing, and it’s little wonder that educators are alarmed by the potential of the Internet to encourage unlawful copying. The Internet offers a host of downloadable text for nefarious cheaters and desperate procrastinators alike. And because text can be easily appropriated through cutting and pasting, it is easy for well-intentioned students to overlook the boundaries between what they themselves have produced and what they have slid from one screen (their Internet browser) to another (their word-processed document). As the writer leaps ahead, brainstorming creatively while reading various online sources, he or she may not pause to insert quotation marks and citations, fully intending to do that later. And “later” never comes.

Little wonder, too, that educators are turning to a combination of severe punishments for infractions and automated plagiarism-detecting services such as Turnitin.com to discourage inappropriate copying from online temptations. But trying to legislate the wired world simply won’t work.

What Will Work

Start with Values.

Teachers need to focus attention on the entire set of activities involved in using outside sources in writing. Review with students the values and precepts that are still valid in the era of literacy 2.0. One of these precepts is that through formal education, people learn skills they can apply elsewhere—but taking shortcuts lessens such learning.

Educators should also communicate why writing is important. Through writing, people learn, communicate with one another, and discover and establish their own authority and identity. Even students who feel comfortable with collaboration and uneasy with individual authorship need to realize that acknowledged collaboration—such as a coauthored article like this one—is very different from unacknowledged use of another person’s work. The line between the two is not always bright, but it does exist.

These values and precepts are at risk when student writers plagiarize. A student who plagiarizes is undermining his or her community’s ethics, jeopardizing his or her authority, and erasing his or her identity. That student is missing an opportunity to become a better researcher and writer and is probably not learning whatever the assignment was designed to teach.

Guide Students in Online Research.

Many of us must first learn methods of online research ourselves. We know the principles of good research, but we may not be experienced in applying those principles to an online environment, and we can’t assume that students are, either.

How much unattributed copying from online sources, for example, derives from poor source selection? If students don’t know how to find good sources online, they will enter a search term in Google and look only at the first few sources that come up. Consulting only general sources, and therefore going no deeper than a general understanding of the topic, students “can’t think of any other way to say it,” so they copy.

Teachers should also address how to use Wikipedia as a source rather than banning it. Even if it’s forbidden as a source, many students will consult Wikipedia because it provides a starting point for research on an unfamiliar topic. Students who don’t know how to dig deeper have their hands tied because they can’t cite a significant source of their research—and then they are busted for plagiarizing from Wikipedia. It may be more useful to assign a research project for which you tell students to begin with Wikipedia but then guide them in how to find more varied, deeper sources of information using library databases such as EBSCO, LexisNexis, or ProQuest to verify Wikipedia’s claims. You can make this project entertaining by beginning with a Wikipedia entry you have chosen for its flaws or incorrect information. For example, according to the New York Times, actor/director Clint Eastwood, a happy omnivore, was shocked to discover that the Wikipedia entry on him said he followed a vegan diet (Headlam, 2008).

Teach Summarizing.

K–16 teachers must spend more time teaching students how to read critically and how to write about their sources. Rodrigue, Serviss, and Howard (2007) studied papers written by 18 college sophomores in a required research writing course, reading not only the 18 papers but also all the sources cited in them. The researchers discovered that all the papers included some mishandling of sources—absence of citation, absence of quotation marks, paraphrases too close to the source language—and some mishandling was extensive. More significant, they found that none of the 18 papers contained any summary of the overall argument of a source. Many student writers paraphrased adequately, restating a passage in their own language in approximately the same number of words, but none of them used fresh language to condense, by at least 50 percent, a passage from a source text of a paragraph or more in length. When these student writers did use a longer passage, they did so by copying the entire paragraph, with or without citation.

These sophomores at a well-regarded college worked at the sentence level only, selecting and replicating isolated sentences and weaving them into their arguments. This puts the writer at great risk of inappropriate copying. A writer who works only at the sentence level must always quote or paraphrase. The paraphrase will sometimes veer too closely to the language of the source, and quotations may accumulate in such quantity that the writer feels the need to conceal some of them, for fear the paper will sound too much like a tissue of quotations (which indeed it is).

Teachers often forget how difficult summarizing another writer’s argument is. Miguel Roig (2001) demonstrated that even professors who are expert writers have difficulty summarizing texts on unfamiliar topics. How great, then, is the task confronting our students, who regularly read texts on unfamiliar topics? We could assign only easy, familiar texts, but that would bring the educational project to an abrupt halt. Our task is instead to teach students strategies for entering and participating in the challenging topics and texts that we assign them.

Such instruction might begin with techniques of paraphrase. Sue Shirley (2004) has developed a series of steps through which she takes college students. She begins by explaining that inserting synonyms is not paraphrasing. She then guides students in studying a passage and identifying its key words and main ideas that must be retained to paraphrase the passage. Shirley shows her students poor paraphrases of the passage for them to critique. Finally, she has them write their own paraphrase of a 50- to 100-word source passage that they themselves choose.

With well-practiced paraphrasing skills, students are ready to work on summarizing. Similar pedagogy can be used for this exercise. How long and challenging the source text is will depend on the level of students’ education, but students should be guided through identifying key terms and major ideas, with the goal of being able not just to restate an idea but to understand a text so well that they can compress it by at least 50 percent.

These practices are essential to successful researched writing and are also excellent techniques for critical reading. If we fail to teach these skills, our students will always be in peril of plagiarism, notwithstanding all the pricey plagiarism-detecting software we employ and all the threats we make.

References

Dant, D. (1986). Plagiarism in high school: A survey. English Journal, 75(2), 81–84.

Headlam, B. (2008, December 14). The Films Are For Him. Got That? The New York Times, p. AR1.

Rodrigue, T., Serviss, P., & Howard, R. (2007, November). Plagiarism isn’t the issue: Understanding students’ source use. Paper presented at the annual meeting of the National Council of Teachers of English, New York.

Roig, M. (2001). Plagiarism and paraphrasing criteria of college and university professors. Ethics and Behavior, 11(3), 307–324.

Shirley, S. (2004). The art of paraphrase. Teaching English in the two-year college 22(2), 186–189.

Simmons, S. (1999). Competing notions of authorship: A historical look at students and textbooks on plagiarism and cheating. In L. Buranen & A. Roy (Eds), Perspectives on plagiarism and intellectual property in a postmodern world (pp. 41–54). Albany, NY: SUNY Press.


Rebecca Moore Howard is Associate Professor in the Writing Program at Syracuse University, in Syracuse, New York; rehoward@syr.edu. Laura J. Davies is a doctoral student in composition and cultural rhetoric at Syracuse University; ljdavies@syr.edu.


Title: Cloud Computing: The Economic Imperative

Category: Tech Upgrades
Author: jmatting

Wednesday, May 27, 2009

Wed, Mar 04, 2009

 

 

Cloud Computing: The Economic Imperative
Why this paradigm shift in IT isn’t just lofty thinking
By Cara Erenben

 

Primary Topic Channel:  Tech Leadership

 

 

Despite economic worries, schools are embracing cloud computing.

What is cloud computing? There is an amusing video on YouTube.com that tries to answer that very question.

The video’s author, an employee of a cloud-computing company called Joyent Inc., asked that question to several top tech editors and CEOs at the Web 2.0 Expo last May and pieced together their responses in a short, comical video.

One interviewee quipped that cloud computing is when you’re using your laptop in an airplane at 40,000 feet. The amusing, and rather telling, aspect of the video is that all the interview subjects said something different.

It seems cloud computing is still an abstraction. But the term itself isn’t new. Anyone who has ever seen a network diagram has probably seen a cloud with arrows pointing to and from it. The cloud represents the network–either a local intranet, or the internet at large–and all the resources available on it. Instead of having software that is stored and run on an individual PC, the user taps into this “cloud” for his or her computing needs.

These days, cloud computing relates to the way IT professionals design, build, deploy, and run applications that operate in a virtualized environment.

“IT as a service…is what cloud computing is all about,” said Hagen Wenzek, a senior strategist at IBM.

In the same way a utility company delivers electricity, natural gas, or water–you sign up, then don’t have to think about it any more–cloud computing delivers IT services to the end user. Advocates of this service model say it’s simpler, faster, and cheaper for organizations–and the experience for the end user is also superior.

Concepts such as on-demand resources, utility computing, virtualization, Software as a Service (SaaS), and Desktop as a Service are integral parts of cloud computing.

“All of these bits and pieces are now finding their way into a more comprehensive story that explains how IT is being delivered and consumed as a service,” Wenzek said.

Characteristically, cloud computing is efficient, automated, and delivers standardized resources–all of which can result in significant cost savings. Several U.S. colleges, universities, and K-12 school districts are already reaping the benefits of switching to a cloud-computing model.

The current economic crisis in the United States and worldwide is pushing businesses and institutions to adopt this new way of running technology. In the private sector, spending on IT cloud services will grow almost threefold, reaching $42 billion by 2012, according to research firm IDC.

“The cloud model offers a much cheaper way for businesses to acquire and use IT,” said Frank Gens, senior vice president and chief analyst at IDC, in a statement. “In an economic downturn, the appeal of that cost advantage will be greatly magnified.”

The investment in technology infrastructure since the turn of the century is also driving the trend toward cloud computing: As school and business networks have become faster and more robust, the capacity to deliver software and IT services through these networks to users on demand has increased.

Moore’s Law has borne out for so long that we’ve moved into an age of digital abundance, where the cost of technology devices for end users is fairly low, said Michael King, IBM’s vice president of global education industry.

That fact has shifted IT managers’ focus from the initial cost of purchasing technology to the total cost of ownership (TCO) for operating and maintaining the technology, King said. What’s important now to schools is, how much electricity will it consume? How many maintenance technicians will be needed?

“It’s not the technology itself any longer, it’s the stuff that goes around the technology [that is most important]–and I think that’s an economic driver toward cloud computing,” King said. “Cloud computing is ultimately going to enable a significant transformation of education to increase quality, increase access to educational resources, and at the same time lower costs. It’s a very fundamental shift, on the order of the shift toward the PC computing model a couple of decades ago.”

How it works

Cloud computing takes the complexity off the desktop–the software, operating system, and processing power–and moves it into the cloud, which is a central location.

The experience is transparent to the end user, who is not aware that the computing power is not coming from his or her desktop computer. The servers at the cloud center dole out whatever the user requests, whether it’s the internet, software applications, his or her personal files, or even supercomputing capabilities.

There are multiple ways to implement cloud computing.

 

A school or institution can build and run its own data center to power the cloud on campus. Or, if the school can’t afford a mainframe computer or large server farm, it can outsource that function to a hosting company and sign up for services delivered over the internet–eliminating the need to invest in robust hardware or install software

Kentucky’s Pike County Schools subscribes to an outside company for server capacity, software, and IT services. North Carolina State University (NCSU) runs its own computing cloud on a server farm consisting of 2,000 blade computers from IBM. Marist College in Poughkeepsie, N.Y., runs cloud computing on a mainframe.

“Marist decided to go for the very optimized, big mainframe that can slice and dice highly efficient computing resources,” Wenzek said, “while N.C. State has massive amounts of simple, cheap servers.”

“For a college that is not high-tech or invested in technology, SaaS…is very, very attractive,” said Bill Thirsk, chief information officer at Marist College. “Instead of having to buy hardware and software licenses and pay for maintenance, [the school] can pay some company or some organization a usage fee and get the functionality of a system [without having] to own it.”

For institutions that choose to construct their own data center, this requires a big investment in staffing, building space, and equipment–but the return on their investment is significant, Thirsk said.

“The interesting thing about cloud computing is it’s not hard to develop a cloud. You take all your pieces and parts, you interconnect them, and you make them work together as an information system. Then you have to decide how you are going to scale that,” he said. (See Marist College’s story here.)

Cloud computing can be highly energy-efficient, Wenzek said. Because software runs in the “cloud,” end users don’t need powerful machines with lots of processing power or memory. And scaled-down machines use less energy than operating the equivalent number of desktop computers.

Efficiency also comes because a data center centralizes resources in just a few locations; the resources are standardized, meaning they consist of “like” components with the lowest possible number of variations, and the processes are automated.

“Every manual step leads to increased complexity, increased cost, and slower response time–all working against the notion of simpler, faster, cheaper,” Wenzek said.

On top of the servers in a cloud center, you install cloud management software, which does everything from configuring and rationing resources to authenticating users and cleaning up “dumb” terminals so the computers in a lab are ready for the next user.

NCSU developed its own cloud-computing management software, called the Virtual Computing Lab. (See NCSU’s story here.) IBM’s cloud-computing solution consists of Blue Cloud software running on iDataPlex servers.

“iDataPlex is basically a super-simple, very, very dense rack with a lot of blade servers in there,” Wenzek said. “That is one of the most efficient ways to build infrastructure for a cloud.”

Public and private clouds

Public computing clouds are open to anyone who wants to sign up and use them. Private clouds typically sit behind the firewall of an enterprise or university, and only people within that organization have permission to access the cloud and its resources.

“There’s also something in the middle,” Wenzek said. IBM, for example, operates a cloud data center for its customers. Multiple customers share the same infrastructure, but each customer’s cloud is secure and separated as though behind its own firewall.

“It brings you the value of more efficiency,” Wenzek said, “because we are able to share the same infrastructure with many other customers, and therefore it’s more efficient. If you had your own small little cloud, [it] can never be as efficient as a huge pool of IT resources.”

Simpler, faster, cheaper

“The overall experience of being able to stop fussing around with IT is one of the biggest shifts that is happening out there,” Wenzek said.

Most students and faculty just want to use technology tools and resources; they don’t care where these resources are located or who is delivering them. Cloud computing makes it easy for them to do so. Faculty members simply go to the web to request the IT services they need for themselves or their students. From a menu, they can choose the operating system, the software applications, and the server capacity they need, and then they can schedule this request to repeat for the entire semester, or as needed.

“You look at that catalog, and you select what you want, and you press a button–and whoop, it’s there. It’s up and running,” Wenzek said. “I have my distance learning course. I have my administration system. I can run my payroll. All of that without even fussing with the IT department–that’s a fundamental shift for how you are using IT.”

Often, when someone needs additional server capacity, it can take weeks or months to fulfill the request. You have to fill out procurement forms, place an order, wait for shipping, and then set up and configure the machine.

Cloud computing can fulfill that same request within minutes. It provides a highly scalable, near-instantaneous way to deliver computing power or resources on demand. You just go to the web, choose what you want from a menu of available services, and then that server is allocated as a virtual machine almost immediately.

“That’s just a huge, huge difference from what we had before,” Wenzek said. “It’s a very different way of buying servers. You don’t ship the server anymore. Someone just automatically allocates capacity to you that is equivalent to what you were ordering as a server, out of a huge data center that provides IT like a utility provides electricity.”

“Any time you streamline and standardize within your organization, whether it be in computers or processes, you are going to save money,” Thirsk said.

Cost savings come from centralizing and standardizing computer resources and drawing less power. The simplicity of the system also results in less maintenance, especially if cloud computing is outsourced. That means fewer IT staff members are needed.

Another advantage to cloud computing is being able to buy software licenses based on actual usage, not on the number of computers you have.

Typically, cloud computing supports all types of devices. It is operating system agnostic and supports open-source applications. In the case of Pike County Schools in Kentucky, the district used cloud computing to transform 1,400 old computers that were ready for surplus into fully functioning virtual machines. (See Pike County’s story here.)

Instant supercomputing power, on demand

Most students and faculty are already familiar with public clouds, or consumer-based cloud services such as those offered by Amazon, Google, Adobe, Expedia, or Facebook. These clouds give users a login and access to specific software.

“Someone is giving you software, they are running all their own servers, you get an account, and those services are delivered to you. It’s a very low-cost way for companies to deliver very high-valued services for you,” Thirsk said.

Amazon resells its idle computing capacity, outside of the holiday rush, to computer users. Individuals can go onto Amazon’s web service, called the Amazon Elastic Compute Cloud (Amazon EC2), sign up for server space, and pay by credit card. Amazon charges 10 cents per gigabyte, per month, plus transmission fees. Users can terminate the service at any time.

“You can get it very fast, and you can get rid of it very fast,” Wenzek said. A service like this would be useful for meeting temporary, high-capacity computing needs–such as executing research algorithms or testing software–but it might be too costly or generic for most educational uses, he said.

The advantage of this kind of service is that you can sign up for a thousand servers for just a few hours to run an algorithm, without having to buy them and scrap them afterward. “Here, [the servers are] automatically allocated to somebody else, and you just buy them for the time you are using them,” Wenzek said.

Regulatory issues…and other concerns

Some state laws say it’s necessary to keep certain data, such as health or employment records, inside a single jurisdiction. With a subscription-based cloud computing model, the user doesn’t always know where the data center is located. Many data centers are being built in locations that offer the best return on investment.

“Iceland or Greenland is a fantastic location for a data center, because it’s cold and you have great internet access, you have geothermal power,” Wenzek said, explaining that data centers generate a lot of heat and use a great deal of energy to cool. “You need to make sure that whatever you do is actually complying with those laws.”

A powerful, secure, and reliable data center and network are essential to the success of cloud computing. “There is a very important role for companies, IT departments, and the like to guarantee that experience, or else people will become disappointed,” Wenzek said.

Cloud computing might not be the right solution for all schools. Some IT directors might have concerns about data security, while others might worry what will happen if they lose their network connection.

IBM’s King says this latter concern is becoming less of an issue, however, as schools build redundancies into their network infrastructure.

Moving forward

King said the education community should consider leveraging public service clouds and build their own private cloud services to keep students and faculty engaged, to keep their institutions relevant, and to keep costs down.

“There are things people should do today that can be done. Things like moving the desktop into the cloud. It is something that is very green. It immediately generates cost savings, and it is something that the technology–and, for the most part, the people–can do today,” he said.

“I think the next two to three years will really be about developing shared services, exploiting cloud-computing models, and really driving fundamental transformation in how we organize education and deliver value to students and the education community.”


A former eSchool News editor, Cara Erenben is now a freelance writer who frequently covers education and technology.

Links:

Joyent Inc.’s “What is Cloud Computing”

Amazon Elastic Compute Cloud (Amazon EC2)

North Carolina State University

Pike County Schools

Marist College

 


Title: Seven skills students desperately need

Category: Tech Upgrades
Author: jmatting

Monday, May 11, 2009

Seven skills students desperately need

 

Seven skills students desperately need
Today’s students could fail at life, says Harvard’s Tony Wagner, because their schools are too busy teaching to the test

 

Primary Topic Channel:  21st Century skills

 
SETDA Keynoter Tony Wagner says teaching to the test discourages learning.

Teaching to the test is a mistake, Harvard’s Tony Wagner reminded the audience of his Nov. 18 keynote address to the State Educational Technology Directors Association (SETDA), because it interferes with transmitting the seven “survival skills” every student should acquire before graduating.
Wagner’s remarks came during a forum organized in Washington, D.C., as one way to advance the 10-point “Action Plan” SETDA had issued the day before.

As the Obama administration prepares to take over in the nation’s capital, SETDA and similar groups are offering advice on how federal policy makers and state and local education leaders can transform education and help students obtain 21st-century skills with the help of technology.

“With this summit and with the release of our Action Plan, we hope to figure out how to make the steps of crucial change more scalable,” said SETDA Executive Director Mary Ann Wolf.

Wagner, co-director of the Change Leadership Group at Harvard University’s Graduate School of Education, said economic change will come as soon as classroom and national practices involving instruction change as well.

“A lot of people think the skills that students need to learn for the workforce and the skills they need to learn to be a good citizen are two separate sets. But they’re not. What makes a student successful in the global workforce will make a person successful at life,” he said.

Wagner said he hears two things repeated constantly by today’s employers: “We need people who can ask good questions, and we need people who can engage others in thoughtful conversations.”

“When I asked them whether or not they needed students to know the latest version of software, they said no,” he added. “They told me that technology moves so fast that it’s hard to keep up with. [From] the time students graduate to when they get the job, it’s usually changed anyway. . . . [Employers] . . .don’t mind training employees in technology–but you can’t teach someone how to think.”

Wagner, who consults for public and independent schools, districts, and foundations across the country and internationally, said his visits to some school districts have highlighted why state standards need to change–and why teaching to the test is not the way to achieve success.

“I went to visit many science labs in these districts,” said Wagner. “Some of them were great, achieved great test scores, and most of their students went on to postsecondary education. But some weren’t so great, and here’s why: I was watching a group of high school students in a science lab. One group had a problem, and the Bunsen burner was smoking. But they weren’t doing anything about it–just waiting for the teacher to come by and fix it. But the teacher wasn’t looking, so I went over, and I asked: ‘What’s going on?’ One of the kids said, ‘Don’t know, not working.’ So I looked at them and I said, ‘Well, what’s your hypothesis?’ They all stared blankly. Finally one said, ‘Oh yeah, a hypothesis, that was one of our vocabulary words the other day, but I don’t know what it means.’”

Wagner said the problem is that you can have all the equipment and technology you want, but “if you don’t teach kids how to think, how to think beyond multiple choice, you’ve got a problem.”

He told another story illustrating this same problem:

“I went to a school once that had a lot of AP courses. I went into one AP course on government. Here was this teacher asking kids questions, and of course, there’s the one kid who keeps raising his hand, but the rest of the class was dead. The teacher asks the questions, the one kid raises his hand to answer, the teacher calls on him, the teacher moves on to the next question. This gets repeated over and over again. Finally the teacher asks a question the one kid doesn’t know: ‘What’s the Iron Triangle?’ No one raises [a] hand. The poor teacher, flustered that he has to cover so much in so little time, says hurriedly, ‘OK, here’s how you answer this one’ and writes the answer on the board.”

Wagner continued: “The problem is that teachers are teaching to tests–telling kids answers that they don’t think [of] for themselves–and that’s why students may pass high school but can’t cut it in college or in the workforce.”

Wagner suggested that states and schools move from content standards to performance standards, and he urged education stakeholders to think of ways to start assessing 21st-century skills.

“I realize education is a very risk-averse sector,” said Wagner, “but assessments either drive instruction for the better or for the worse, and right now in the U.S., it’s for the worse. If our assessments measured performance and 21st-century skills, like the European PISA assessment, that would be another story.”

Wagner said teaching to the test not only limits students’ ability to think for themselves, but also discourages students from studying subjects they love.

“Once I was talking to this student from MIT,” he said. “Very successful and had gone to an AP magnet school. ‘I used to love science and STEM subjects,’ he told me, ‘but all the testing turned me off. Now I’m going to become a teacher to try and change that way of teaching.’”

According to Wagner, students of this generation are not unmotivated; they’re just differently motivated.

“They’re multi-taskers, they are drawn to graphics, they like instant gratification, they use Web 2.0 tools to create, and they love collaboration,” he said. “If we can figure out how to grab their interest in learning, they’ll become great thinkers and be eager to learn the basics.”

Wagner presented a list of seven “survival skills” that students need to succeed in today’s information-age world, taken from his book The Global Achievement Gap: Why Even Our Best Schools Don’t Teach the New Survival Skills Our Children Need–And What We Can do About It. It’s a school’s job to make sure students have these skills before graduating, he said:

1. Problem-solving and critical thinking;
2. Collaboration across networks and leading by influence;
3. Agility and adaptability;
4. Initiative and entrepreneurship;
5. Effective written and oral communication;
6. Accessing and analyzing information; and
7. Curiosity and imagination.

“We are making [Adequate Yearly Progress] at the expense of failing our kids at life. Something has to change,” he concluded.

Links:

Tony Wagner’s web site

SETDA

Note to readers:
Don’t forget to visit the “ Creating the 21 st Century Classroom ”resource center. Preparing today’s youth to succeed in the digital economy requires a new kind of teaching and learning. Skills such as global literacy, computer literacy, problem solving, critical thinking, creativity, and innovation have become critical in today’s increasingly interconnected workforce and society–and technology is the catalyst for bringing these changes into the classroom. Go to Creating-the-21st-century-classroom

 

 


Title: 10 questions to consider when planning a Windows 7 upgrade

Category: Tech Upgrades
Author: jmatting

Link: 10 questions to consider when planning a Windows 7 upgrade