It is indeed a strange world when educators need to be convinced that sharing information, as opposed to concealing information, is a good thing. The advances in all of the arts and sciences, indeed the sum total of human knowledge, is the result of the open sharing of ideas, theories, studies and research. Yet throughout many school systems, the software in use on computers is closed and locked, making educators partners in the censorship of the foundational information of this new age. This software not only seeks to obscure how it works, but it also entraps the users' data within closed, proprietary formats which change on the whim of the vendor and which are protected by the bludgeon of the End User License Agreement. This entrapment of data is a strong, punitive incentive to purchase the latest version of the software, regardless of whether it suits the educational purposes better, thereby siphoning more of the school's limited resources away from the school's primary purpose. The use of such closed software in education may be justified only where no suitable open source solution exists.
Educators have been called upon throughout history to combat censorship imposed by various powers over the flow of information. The censorship being applied today comes in the form of licenses that lock away the tools to build the information age and laws that limit fair use in ways that are unprecedented in the modern era. The powers imposing this censorship attempt to create an artificial scarcity of information and the tools to work with that information to feed their greed. Where would education be today if, for example, the mechanism and idea of the Gutenberg press were not only hidden, but protected by threat of dire punishment under the law if anyone dared to attempt to "reverse engineer" it?
We are well into the beginnings of the Information Age. It stands to affect the people of the world at least as profoundly as the Industrial Age. It is time for the opening of the tools that will be needed to build this new age. Teaching our children to be passive purchasers of closed, proprietary solutions to problems is not enough. Constraining students to move the mouse within the confines of the instruction set of a few closed, proprietary programs merely cages those students and constrains our future.
Students should, at least, be given the opportunity to see how their new tools work. They should be given the opportunity to examine the inner workings of software. They should be given the opportunity to extend the functions of their tools, where they see or imagine possibilities. They should not be held back by locking the toolbox of the Information Age and told they must not peer inside, must not try to discover how it works, must not share their tools with others, must not use their tools without paying proper tribute to the software overlords, under penalty and punishment of law.