Policy makers, this video deserves your undivided attention for several critical reasons. First, and foremost it is a clear example of how technically savvy some students are today, and how comfortable they are working with different technologies. While contemporary research literature increasingly suggests the notion of “the digital native” is an incorrect label for an entire generation, and there is in fact a wide spectrum of comfort and experience levels with technology, the fact remains that a distinct sample of the population - epitomized by the young man in the video - knows more about technology and how to work with it than you do. For this sample, as demonstrated in this clip, your precious internet filters are little more than an inconvenient hurdle that is easily overcome by some creative and innovative thinking. Think about it. This is just ONE example of a work-around. I would hazard to say that there are many more where this came from. I encourage you to think long and hard about why you are resorting to these filters. What is the logic? To keep them safe? To mitigate institutional liability? To maintain their attention on the archaic instructivist models that see them sitting passively in rows memorising and regurgitating facts that are completely irrelevant to them outside the classroom, and quickly forgotten after assessments and exams?I say to you that students are learning in schools, but perhaps not what you expect or desire them to be learning. They’re learning to game the system, to determine how to predict what’s on the test so they can ignore everything else; how to stack the deck in their favor. They’re learning that obtaining high marks is the reason you go to school; that it’s about having the certification or the diploma, rather than an exploration of the learning experiences and cultivation of expertise these symbols are supposed to represent. They’re learning that school is something that you endure, and that it’s not the same as learning - or wors