[Participate and share : Interactive lecture]
Purpose & objective
Over the last few years, awareness of student data privacy and information security within educational technology has grown. While significant improvements have been made, no one feels that the job is done, or that the issue will recede into the background.
Despite the increased attention on privacy, much confusion remains about the legal requirements governing privacy, data handling practices that help protect student privacy, and ways of assessing different levels of risk.
This session pulls together three distinct perspectives on these issues. Rafranz Davis is the Executive Director of Professional and Digital Learning at Lufkin ISD in Texas. Adam Rosenzweig is the Senior Impact Manager at Schoolzilla. Bill Fitzgerald is the Director of the Privacy Initiative at Common Sense Media. In this session, they will discuss different strategies for navigating the privacy landscape from their different perspectives.
In addition to discussing the technical and legal implications of security and privacy, this session will also discuss how privacy impacts pedagogy, classroom environments, learner agency, and social justice issues. The links between student data privacy, data collection, and what this means for learners and learning over time have remained largely unexplored, and this session will highlight elements of this larger conversation.
In this session, people will learn about:
* Tools to evaluate the privacy and security of educational software;
This session is designed to help unify the different concerns held by different stakeholders within educational systems that use technology. All stakeholders have a role to play in using technology responsibly.
At the end of this session, participants will be able to:
* Define how privacy issues affect (or don't affect) learning goals;
The subject of student data privacy can be highly contentious. Often, these conversations are fraught with people talking past one another, with the actual terms of the conversation mired in inaccurate or unclear definitions. No one benefits from these conversations - and learners benefit least of all. As we will address in this session, privacy doesn’t need to be complex, and conversations about privacy can be both detailed and professional. Most importantly, when we define what we mean when we discuss privacy, we can make concrete recommendations about how to improve our practice, and design better learning environments.
A. Session and Speaker Introductions - 5 minutes
During our presentation, we will be monitoring and responding to a backchannel. During the presentation, we will make time to document and respond to audience questions. Additionally, questions that require additional followup beyond the time available during the presentation can be addressed via blog posts or links to existing resources. This presentation is intended to be a starting or middle point of a larger and ongoing conversation about student data privacy.
Data privacy has been in the news pretty consistently for the last several years. Stories like this are relatively common: http://www.nytimes.com/2015/08/31/technology/tools-for-tailored-learning-may-expose-students-personal-details.html
The White House has addressed the issue: https://thejournal.com/articles/2015/01/12/obama-proposes-student-digital-privacy-act.aspx
The Federal Department of Education has launched the Privacy Technical Assistance Center to help districts: http://ptac.ed.gov/
In 2015, 46 states introduced 182 bills on student data privacy: http://dataqualitycampaign.org/find-resources/student-data-privacy-legislation-2015/
Teachers, administrators, parents, teachers, and learners all need clarity on what privacy means, and how privacy impacts learning. There are an increasing number of voices weighing in on privacy issues. However, there is a scarcity of easy, accessible tools to help people decipher and understand the various facets of the issue.