The last week of January is National Data Privacy Week. As part of the global online safety, security, and privacy campaign called ‘Stop. Think. Connect.’—an initiative of the National Cyber Security Alliance (NCSA)—this serves as a reminder to those in education to evaluate how we are doing when it comes to keeping our students and their data safe in the classrooms and beyond.

Student Data Privacy Rules—Is the Party Over? 

Educators are trying their best to keep kids feeling connected and excited about school, even in these chaotic and uncertain times during which “school” might be located in a different place each week. Does remote school safety mean an end to the fun of sharing and showing off projects and achievements?

“We don’t need to stop celebrating the students and their work,” says Eileen Belastock, Director of Technology and Information at Nauset Public Schools, Orleans, Massachusetts. “We just have to make sure it’s safe and secure. So it means having district-sanctioned social media accounts, or a secured website where only your art Google classroom or your students’ parents can see what’s going on." 

Getting permission from parents to even have their child’s image and voice out there is a must. “At the beginning of the year they sign off on a general release form,” says Belastock. “But whether it’s a project they want to showcase on a website of the great things these kids are doing or a video clip pulled from Zoom, systems can be set up to ask permission from parents every time before posting. We’re not trying to say no, we are just trying to do it safely. Yes, it’s an extra step, but the last thing we want to do is put a child in jeopardy.” 

Student Data Security: An Issue Not Remotely Going Away 

It feels as if the news is peppered with daily stories of school data breaches and privacy leaks. Is this just the buzzword of the day or a developing issue schools need to tackle to ensure the safety of their students?

“Information security and privacy have grown and will continue advancing as major factors for all educational institutions,” says Ed Zuger, J.D., Associate Professor and Dean at University of the Cumberlands, School of CIS. “During the past couple years, the revolution of remote schooling removed security controls from the relatively careful environs of trained, formal IT experts. We now have hundreds or thousands of separated students and their homegrown security ‘solutions’—e.g., the $120 big box router. Along the way, every new node, onramp, and pathway amounts to another point-of-entry for potential criminals, not only to access content on students’ personal devices, but to walk through these unlocked and interconnected doorways into sensitive data on the greater school networks.”

Ask any cybersecurity pro and they will say the most risky element of keeping a system protected is the users. “So how do we save the budget?” says Zuger. “Do what we do best and teach. Teach our staff and students how to be savvy cyber-citizens. The best and most expensive security network can’t undo the damage of a careless user clicking on malicious links or kicking open a virtual doorway for any outsider to wander in.”

In conjunction with that, Belastock offers some best practices for schools.

Assess your current landscape. How is the district software being acquired—at the school level, the teacher level? You need to have an easily accessible vetting process so there is a process in place for approval to ensure there are no inherent risks within that tech. 

Be transparent about why. We don’t want to be the people of “No.” Explain to teachers and parents, “What if it was your photo being tagged in a public site or your personal video being shared because there wasn’t security preventing that?” Make it relatable for adults to drive home the importance.

Partner with vendors. Talk to them as there are a lot of data privacy agreements available. Vendors want you to use their product, so make sure they understand your privacy policies. It’s been really helpful for our district.

Get the word out to the school community. Put it in the face of the superintendent, go to school board meetings, just talk about this whenever you can. Talk to teachers, students, parents— always share the same mantra about protecting student and staff data. 

Why Student Data Privacy Matters

“What drives my institution to maintain tight security protocols is the value of our students,” says Zuger. “We are talking about some of the most vulnerable in society, as well as the most targeted because of the inherent vulnerabilities of those who have not yet experienced life’s cautions.”

In some cases, the consequences of lax security protocols could be much more serious than a paper getting swiped, risqué photo accessed or grade changed.

“Years ago, we interrupted a potentially dangerous incident,” Zuger says. “One student, intent on personally connecting with another, tracked their target’s computer lab usage and circumvented our security by installing a keylogger on their usual workstation. This tool records every keystroke, giving access to countless private and personal communications, passwords and data. However, because our protocols included regularly reviewing logs and system changes, we spotted the keylogger, identified the offender and they were turned over to law enforcement before the student-victim was ever compromised.”

An Uphill Challenge

With increasingly more sophisticated cyber criminals and hackers out there, it can make a district leader wonder if there is any point to trying to shield things anymore.

“On the one hand, there is some rationale in simply throwing the hands up. Everyone is prone. The trillion-dollar organization that is the U.S. government, with endless human capital expertly trained and practiced in cyber-defense, still experiences scores of attacks and breaches daily,” says Zuger. “But on the other more practical hand, why do we secure anything? We lock our front doors, enable the car alarm, and use PIN at the ATM. In those days of yore, nearly everyone left their front door unlocked. Eventually we realized that by simply spinning that deadbolt we might shuffle the scofflaw to the next address for easier access.”

Although it might feel like an overwhelming challenge, doing what we can to protect our students is non negotiable. 

“It can be expensive. Securing assets does not create revenue; it costs. So there must be a discussion about the hard costs, both of the tech and in training users to use and rely on the security solutions,” says Zuger. “What, though, might the cost of noncompliance be? Our students’ reputations, psychological and physical health? The institution’s reputation? Accreditation, even? All those and more are at risk. We have a duty to our students and our communities.”

“We can’t control what humans do,” says Belastock. “But we as tech directors can have all the safeguards, communications policies regarding public displays—we can at least do our best to protect our students. There will always be that one parent who takes a video or photos at a celebration and puts it out on Facebook. We can at least say we did our due diligence and put protections in place.”

• How to Implement a Systemic Approach to Student Data Security and Privacy
• 6 Steps to Remove Social Security Numbers from Student Data

On October 8, 2021, President Biden signed the K-12 Cybersecurity Act of 2021 into law. The legislation acknowledges that maintaining the security of student data is mission-critical and, therefore, a study will be conducted to determine the best guidance to offer districts. 

While this seems to be a great attempt at protecting our student data, it also represents the federal government slowly crossing the state and local authority line using legislation, policies, and letters to companies to emphasize concerns related to technology in schools, specifically cybersecurity and privacy. However, more than 45 states and Puerto Rico have introduced legislation related to cybersecurity during 2021, according to the National Conference of State Legislators. So, it begs the question: what is the purpose behind the federal legislation?  

The increased use of technology in schools will no doubt increase the risk of attacks on student data. Since 2016, there have been at least 1,062 reported attacks on school districts across the U.S., with 53 school districts being attacked in 2020 and costing more than $7.5 billion, according to a recent report from Amtrust Financial. Since July, at least 16 school districts have already been victims of ransomware attacks.

In spite of these numbers, technology is no longer an option for districts. Schools must include technology in their daily practice of operating a school and delivering instruction. They must also use technology to protect student data as well as protect students themselves while they are online. 

An estimated 500,000 online predators are seeking out children while they are accessing the internet. The F.B.I. reports that children aged 12-15 represent more than 50% of the victims of online sexual exploitation. 

In addition to adult predators, students are also attacked by cyberbullies. Cyberbullying through digital devices occurs through social media, text, emails, instant messaging, and gaming. Research suggests 21% of children aged 10-18 experience cyberbullying, which can lead to additional mental health issues. And, children living in lower-income households are more likely to be bullied online.  

Striking a Balance

Data privacy isn’t the only challenge with our students online. We must protect their safety as well, and some companies aid districts in monitoring student safety online. However, during the first week of October 2021, these companies received letters of concern from three U.S. Senators related to violating students’ privacy. 

Where is the balance between protecting student data and protecting students online? Students -- and the data that come with them -- are the most fragile piece of the education system and the entire reason the system exists. No school or district administrator wakes up thinking of putting their students at risk. Districts and the schools they support must be armed with resources to protect their most significant responsibility, the safety of the students they serve. These resources come in the form of funding, technologies to monitor student activity online, technologies to protect student data, and legislation to back it when a predator or hacker is doing harm. 

Although the federal government may have good intentions, it remains the responsibility of the states and local school boards to govern and direct school operations. 

Cybersecurity and student data privacy are certainly huge issues for districts today and support is definitely needed to fend off hackers and attackers, but does the support need to come in the form of guidance or restricting what products and services districts can use? States have already passed legislation on handling student data, and organizations such as SEDTA and CoSN determine effective practices for managing student data and protecting students while online, and standards have been set to manage this. 

The federal government’s role should be supporting states through funding and legislation that protects constitutional and civil rights when states fail to do so. States and local school boards must do diligence to defend the needs of their schools when it comes to protecting student data and online safety. 

Interested in learning more about cybersecurity in K-12, check out these articles:

• Best Cybersecurity Lessons and Activities for K-12 Education
• How to Implement a Systemic Approach to Student Data Security and Privacy
• 5 Ways to Boost School Cybersecurity
• How to Integrate Student Data Privacy Protection into District Data Governance Plans    

Want to be more informed about protecting students online? Look over these resources: 

• Keeping Students Safe While Learning Online
• A Starting Point for Ensuring Student Online Privacy
• 10 Back-to-School Tips for Online Tips and Resources for Parents   

Longing to learn more about the role of school boards, states, and federal government in overseeing education? Read over this interesting history of our educational system in these resources: 

• History and Evolution of Public Education in the U.S.
• A Relevant History of Public Education in the U.S.  

Our districts are under so much pressure today, let’s stand united to support their best efforts and intentions, and let’s make sure each entity responsible -- federal, state, and local school boards -- educates our amazing students and does the right thing for the good of the whole. 

Computer literacy and security are not merely elective topics for today’s students. Instead, these have become an essential part of elementary education, starting at the earliest levels— because even preschoolers have access to internet-enabled devices.

Launched in 2004 as a collaboration between the National Cyber Security Alliance and the U.S. Department of Homeland Security, Cybersecurity Awareness Month aims to promote not only awareness of cybersecurity hazards, but also the knowledge and tools users need to protect themselves, their devices, and their networks while accessing the vast information highway that makes modern life possible.

The following cybersecurity lessons, games, and activities cover a wide range of topics and grade levels, and can be implemented in general instruction classes as well as dedicated computer science courses. Nearly all are free, with some requiring a free educator registration.

Best Cybersecurity Lessons and Activities for K-12 Education

TryHackMe
With its stylish and user-friendly website, TryHackMe provides a remarkable range of cybersecurity education and practice. Whether a complete novice or an experienced hacker, any user can find the perfect resources for learning or improving their skills. Users sign up for a free account, then answer questions to determine their learning path. Don’t know the first thing about the internet? No problem! TryHackMe will teach you—then challenge you. The free basic account includes: educational materials; personal hackable instances and challenges; and limited web-based AttackBox and Kali. TryHackMe Classrooms offer many premium features for schools interested in incorporating TryHackMe into their cybersecurity syllabus.

Verizon Cybersecurity Lessons
The internet service provider Verizon offers this collection of immersive lesson plans covering cybersecurity as seen through the lens of mobile architecture, virtual reality, and design thinking process. Lessons are searchable by grade, standards, and topic, and can be shared via Teams or Google Classroom. Sign up quickly for the required free account via Google, Microsoft Classlink or Clever.

Safety in My Online Neighborhood
Available in English and Spanish, this basic lesson for kindergarten teaches kids how to use the internet safely by comparing it to real-world examples. The CCSS-aligned lesson includes PDF handouts, a slide presentation, video, poem poster and suggested questions.

Password Power-Up
A standards-aligned lesson that can be completed in one class period, Password Power-Up teaches grade three kids about one of the most important fundamentals of internet security. Included are PDF handouts, slide presentation, lesson quiz, and ideas for lesson extension. If you teach only one lesson all year about cybersecurity, make it this one.

Code.org Cybersecurity - Simple Encryption
This standards-aligned classroom or elearning lesson aims to teach students the basics of encryption -- why it matters, how to encrypt, and how to break encryption. As with all code.org lessons, included are a detailed teacher’s guide, activity, vocabulary, warmup, and wrap up.

Code.org Rapid Research - Cybercrime
What are the most common cybercrimes and how can students (and teachers) identify and prevent such attacks? Learn the basics in this standards-aligned lesson from the Code.org curriculum team.

Internet Traffic Light
This Common Core-aligned first-grade lesson teaches basic internet safety with a fun Google Slides presentation/activity. Also included are instructions for an in-class Traffic Light game, as well as a video, handout poem popster, and take home resources. Free account required

CyberPatriot Elementary School Cyber Education Initiative (ESCEI)
Complete a brief request form, download the digital ESCEI 2.0 kit, and you’re ready to plan your cybersecurity instruction. Included in the free digital kit are three interactive learning modules, supplementary slides, instructor’s guide, introductory letter describing ESCEI, certificate templates, and more. An excellent start to your K-6 cybersecurity curriculum.

Don't Feed the Phish
Help your students learn how to protect themselves from Internet scams with another fine lesson from Common Sense Education. Taking a playful approach to a serious topic, this complete standards-aligned lesson includes a warmup and wrap up, slides, quizzes, and more.

Faux Paw the Techno Cat
Questionable puns and animated animal characters such as Faux Paw the Techno Cat are a great way to engage young learners in an important topic. Follow the adventures of this technology-loving polydactyl puss via PDF books and animated videos as she learns with difficulty how to navigate digital ethics, cyberbullying, safe downloading, and other tricky cyber topics.

Hacker Highschool
A comprehensive self-guided curriculum for teens aged 12-20, Hacker Highschool consists of 14 free lessons in 10 languages, covering everything from what it means to be a hacker to digital forensics to web security and privacy. Teachers’ guide books are available for purchase, but not required for the lessons.

International Computer Science Institute: Teaching Security
Built on the AP Computer Science Principles, and standards-aligned, these three lessons cover threat modeling, authentication, and social engineering attacks. Ideal for high school students. No account required.

NOVA Cybersecurity Lab Lesson Plan
Designed to teach students how to detect and thwart cyber attacks, PBS’s Cybersecurity Lab posits a newly launched company website with insufficient built-in security. What strategies will you, the CTO, employ to protect your startup? Play as a guest or create an account to save your progress. Cybersecurity Lab Guide for educators included. Be sure to check out the Nova Labs Cybersecurity Videos too!

Risk Check for New Tech
A highly practical lesson from Common Sense Education, Risk Check for New Tech asks kids to think hard about the tradeoffs that come with the latest tech innovations. Privacy is especially vulnerable in today’s smartphone- and app-driven tech culture. How much privacy should one give up for the benefits of the latest tech gadget?

Science Buddies Cybersecurity Projects
One of the best sites around for complete, free cybersecurity lessons. Each lesson includes background information, materials needed, step-by-step instructions, and guidance on customization. Ranging from intermediate to advanced, these eight lessons examine hacking the air gap (i.e., computers not connected to the internet -- yes these can be hacked!), the actual security of security questions, sql injection attacks, the true status of “deleted” files (hint: these are not really deleted), and other fascinating cybersecurity issues. Free account required.

SonicWall Phishing IQ test
This simply 7-question quiz tests students’ ability to spot phishing attempts. Have the entire class take the quiz, tally the results, then examine each example closely to distinguish the salient features of a genuine vs. “phishy” email. No account required.

Best Cybersecurity Games for K-12

KnowBe4 Children’s Interactive Cybersecurity Activity Kit
An easy–to-access set of interactive videos and games that teach topics ranging from artificial intelligence safety to phishing scams to password security. Free, no account required.

University of Texas at San Antonio Cybersecurity Games
Join the kid-friendly character “CyBear” in a series of free games for students in grades three and higher. Users simply download the CIAS launcher, then install the desired games on their Windows or Linux platform. Each game introduces students to cyber concepts such as network defense, firewalls, cryptography, phishing and malware in a fun, interactive manner.

ABCYa: Cyber Five
This animated video introduces five basic internet safety rules, as explained earnestly by Hippo and Hedgehog. After watching the video, kids can try the multiple-choice practice quiz or test. Perfect for younger students. No account required.

Science Buddies Cybersecurity: Denial-of-Service Attack
What happens to a website during a denial of service attack? How can computers be conscripted into such attacks without the owner’s consent? Most of all, how can these attacks be prevented? Explore critical cybersecurity concepts in this NGSS-aligned paper-and-pencil game for middle school students.

CEOP Education: Band Runner
A simple, engaging, music-themed game designed to help 8-10 year olds learn how to stay safe online.

• Malware and Phishing: What Educators Need to Know
• Cybersecurity in the Classroom: What Teachers Can Do
• Gamifying Cybersecurity Training

Zoom and similar video-based platforms make it easy to record a lecture or class discussion. Making these recordings available can allow students to review material and, if they missed the live session, catch up later. 

But there are some questions instructors should ask and answer before hitting that red button, especially if students are being recorded in addition to the professor. 

Should live class sessions be recorded in the first place? 

“There’s a tension here around privacy and availability of content,” says Soraya Okuda, education and design lead at Electronic Frontier Foundation, a nonprofit with a mission to defend civil liberties online. If a student misses a live session, it can be beneficial to have talks recorded to listen back on later. “But in video calls, students’ faces, names, voices, and home environments can be captured,” says Okuda. “This can create a tricky privacy circumstance for instructors.” 

She adds that before recording a class, instructors should consider how the data will be stored, if it will be publicly accessible, and if and/or when it will be deleted. 

says that Students should be informed of recordings, says Troy Williams, managing director of University Ventures, a higher ed venture capital firm. “Not all students can connect in real-time,’ says Williams. “Many students are struggling with inadequate bandwidth or are having to share it with family members. They may be having to share the computer itself as well.” 

“Even outside of the current COVID-19 issues, there have always been good reasons to record class hours for students, which is why there is a whole lecture capture industry,” says Williams, a former senior executive at Macmillan where his focus included university systems and student performance outcomes. “The fact is that some students will watch the class hour multiple times to pick up things they missed the first time.” 

How do you record sessions and respect student privacy? 

“An instructor may want to think through a few things in setting up their call,” Okuda says. “A big one is not requiring students to have their video turned on during classes, and providing other ways to participate. For example, by voice, chat, or filling in a shared notes doc.” 

Some of this is about teaching policies but there are also technical questions. “Can the instructor only record themselves, rather than including students in the video?” she says. “What notice can instructors give prior to recording a video of a class? Are there opportunities for students to opt out?” 

“All students should be made aware that class is being recorded and have to acknowledge that they are aware. In this way, students are not caught off guard,” Williams says. 

In order to protect privacy, institutions should make sure that only registered course students have access to any recordings that include student participation. Policy should also be set around how long any recording should be archived and when it is destroyed. 

Do students really mind? 

Tanya Joosten is director of Digital Learning Research and Development, and co-director of the National Research Center for Distance Education and Technological Advancements at the University of Wisconsin-Milwaukee. She has been recording students as part of her work as a social scientist since the 1990s, and although student privacy issues are often brought up, it’s not a huge real-world concern of students in her experience. “I’ve recorded hundreds of students,” Joosten says. “It’s very, very seldom that I’ve ever experienced student privacy issues where they didn’t want to be recorded.” 

Even so, Joosten says instructors, in general, should consider what class activities actually need to be recorded and would be beneficial for students to go over later. “A lot of times we gravitate to video because it replicates face-to-face so much, and sometimes video is just not the best for learning,” she says. 

Ultimately, whether online or in-person, “We shouldn’t be lecturing,” Joosten says. “There’s research that shows that that’s not a good teaching method and very outdated.”

Will recordings make live instructors obsolete? 

Joosten says she has long heard a concern from fellow professors that recording classes will lead to professors becoming obsolete. 

“‘They’re going to take all of our recorded lectures and they’re going to get rid of us.’ ‘They won’t need us anymore if our lectures become this digital content,’” Joosten says the complaint goes, but professors will be happy to hear those fears appear unfounded. 

“In the research that I’ve done, it’s absolutely the opposite,” Joosten says. “Students are asking for more from their instructors and not more lectures, but more interaction with the faculty members.” 

The data analytics tool CatchOn has released its new guide, Establishing a Robust Student Data Privacy Culture―Action Ideas for School Districts, which is designed to provide school districts with a concise overview of federal student data privacy laws along with five action ideas they can implement in their own systems. Written in collaboration with Reg Leichty, Founding Partner of Foresight Law + Policy, and the State Educational Technology Directors Association (SETDA), this guide presents practical ideas district leaders can implement to make data privacy a prominent part of the fabric of classrooms, schools, and school districts.

This paper also highlights key federal and state student data privacy expectations and requirements that educators and administrators should understand. 

In addition to its federal student data privacy overview, CatchOn is creating state-specific guides that outline and summarize each state’s student data privacy laws and regulations.

Click here to download the federal paper as well as guides for California, Colorado, New Hampshire, New York, and Virginia.

The Future of Privacy Forum (FPF) and the Software & Information Industry Association (SIIA) announce that more than 400 companies nationwide have now signed the Student Privacy Pledge, affirming their commitment to ensuring student data is kept private and secure. 

Launched in October 2014 with endorsements from President Barack Obama, the National PTA, and the National School Boards Association, the Student Privacy Pledge is asks companies that provide services to schools to commit to twelve legally enforceable obligations, including that they will not sell student personal information, and will not collect or use student personal information other than what is needed for the given educational purposes. Learn more about the Student Privacy Pledge here.

Companies and organizations wishing to review the full text of the Pledge and consider participation are invited to visit www.studentprivacypledge.org or email info@studentprivacypledge.org.
 

 In recognition of Safer Internet Day (February 11, 2020), the Future of Privacy Forum (FPF) today released a new “Student Privacy 101” video series that is designed to help school leaders better understand federal and state privacy laws and protect sensitive student data. 

The “Student Privacy 101” video series includes: 

• An introductory video that previews the challenges and opportunities around collecting and safeguarding student data in the digital age. 
• A short video on legal compliance, providing concise information about the requirements and role of the Family Educational Rights and Privacy Act (FERPA);
• An brief overview of the most common privacy risks and how to avoid them.
• A discussion on transparency, including advice on collecting community feedback, and engaging and informing parents about a school’s data collection practices.

FPF also published a new blog post marking Safer Internet Day today with additional information and resources about how schools can protect children’s data privacy. 
 
To learn more about Safer Internet Day, visit www.saferinternetday.org. For more information about FPF’s student privacy work, visit www.ferpasherpa.org. 

Leaders in education and technology came from around the country to the Tech & Learning Leadership Summit. There they spoke openly and passionately about current trends, critical problems, and possible solutions. 

Home use:

It’s a myth that kids aren’t responsible enough to take devices home. There was a consensus among attendees that If schools and districts put the right systems and structures in place, students can not only use devices at home during the school year, but they can also use them during breaks and in the summertime. Doing so benefits students and the feeling of device ownership reduces damage.

Ransomware and phishing: 

These are now emerging as enormous areas of concerns for educational institutions. 

Device diversity: 

Attendees were split on the idea of student choice when it comes to devices. Some districts felt it was important for students to pick the right technology for the task. In other districts it was an equity issue. It would not be okay for some students to have zippy brand new devices while others had older devices that couldn’t perform the same tasks. These districts provide all students with the same device. 

Evolving conversations: 

Joe Kuzo, Director of Technology at Quakertown Community School District in Pennsylvania, shared that it was nice to hear about the emotional, life-changing impact technology had on students' lives. 

Shifting digital citizenship conversations: 

Paul Sanfrancesco, Director of Technology for Owen J. Roberts School District in Pottstown, PA pointed out that the focus used to be on ensuring students are using technology responsibly. These days, the focus is shifting to ensuring the adults, teachers and parents, are responsible users. It is likely that our students will fix some of the mess we are experiencing now with responsible use. 

Student data privacy: 

We keep coming back to the conversation of student data privacy. We need to figure this out and get beyond this so we can get to focusing on the teaching and learning that students need.

cross posted at The Innovative Educator 

Lisa Nielsen (@InnovativeEdu) has worked as a public-school educator and administrator since 1997. She is a prolific writer best known for her award-winning blog, The Innovative Educator. Nielsen is the author of several booksand her writing has been featured in media outlets such as The New York Times,The Wall Street Journal, Tech&Learning, and T.H.E. Journal.  

Edsby® K!2 digital learning and data platform is being deployed across New Zealand.  

After two years of competitive evaluations, the New Zealand Ministry of Education awarded Edsby a contract to build and run the country’s Te Rito National Learner Repository and Data Exchange, formerly the Student Information Sharing Initiative (SISI).   

This multi-year key Ministry project is aimed at strengthening the continuity of learning for New Zealand’s 800,000 students by consolidating critical information to ensure it is available to teachers when a student arrives in a new school.

Edsby is being configured to the Ministry’s requirements and is to be deployed in two early stage roll-outs with the first stage already underway. The system is then to be rolled out to all 2,500 public schools in the country, so that regardless of the individual school’s Student Management System (SMS), information will be available to support the learner at school, when it’s needed.  

All data will be hosted in Ministry-approved cloud data centers operated by Microsoft. The Ministry is working with legal, ethics and privacy experts to ensure data privacy and access is managed appropriately. New Zealand’s student data privacy regulations are among the strictest in the world.  

 Youth need privacy for healthy growth, development, and to work through ideas. Yet in these monitoring-obsessed days of child-rearing, privacy is often thrown to the side in exchange for surveillance. 

That's why innovative educators help parents see past simplified safety advice like: only use technology in a communal area. While imposing such restrictions is easy and may give a false sense of security, it is ineffective.

Here's why:

Does not foster trust

What's better than monitoring is working to foster trust and staying connected with your child. When you have developed connections and communication, your child is more likely to share what she’s up to.

Drives behavior underground

Monitoring doesn't stop bad behavior, it drives it underground. Find out for yourself. Ask a teen who's monitored if it makes them stop doing something or just become better at lying about what they're doing.

Your child needs privacy 

Wanting privacy goes along with the development of independence. A young person doesn't want all their thoughts, feelings, and creations on display. Privacy allows young people to work out their thinking and feelings in a safe place.

Does not promote safe independent use

Your child is not always going to be using technology at home and you are not always going to be there to monitor them. More effective than surveillance is supporting your child in using technology effectively. This means fostering a trusting relationship where you can speak to one another.

What do you think? Is this in alignment with advice you give parents? How are you helping to instill responsible use in the youth with whom you work? 

Lisa Nielsen (@InnovativeEdu) has worked as a public-school educator and administrator since 1997. She is a prolific writer best known for her award-winning blog, The Innovative Educator. Nielsen is the author of several booksand her writing has been featured in media outlets such as The New York Times,The Wall Street Journal, Tech&Learning, and T.H.E. Journal.  

CatchOn, a data analytics tool, announced today the deployment of its new  technology which provides secure collection of application and software utilization data across all major operating system platforms. Designed to support today’s device-agnostic, anytime/anywhere learning environments, CatchOn provides administrative and technology leaders actionable intelligence and data analytics across all platforms and school devices.

CatchOn requires no virtual machines, hardware, or additional authentication process or captive portal to capture and deliver comprehensive data analytics on applications used across district devices, both at school and at home. 

“Learning doesn’t stop when students leave the school building," says Michael McKerley, CTO and Vice-President at ENA.  “In today’s connected world, it’s essential that districts have 24x7 access to the data being generated on all school devices inside AND outside of the classroom. CatchOn’s advanced agent technology provides districts with the metrics, insight, and reporting they need without requiring extensive technical resources from the district.”

“In order to personalize and enhance their learning environments, districts need to see what online apps and resources are being used in their schools, and CatchOn provides them with that much-needed visibility,” says Jena Draper, General Manager of CatchOn. “This advanced agent technology is a game-changer in the way actionable data is compiled from all school devices and delivered in clear and concise dashboards and reports to district leaders, instantly providing them with the information they need to improve instruction, assess return on investment, and inform professional development and student data privacy practices.”

Like it or not, educators and parents of young schoolchildren know (or will soon find out) the rigorous literacy demands being placed on students today. A friend shared she was surprised by the reading level and number of books her six-year-old was supposed to be reading. She'd been reading bedtime stories to her daughter. What she didn't realize was that schools today expect young children to be reading their own stories with proficiency at such a young age.

The research

This is happening despite research that indicates we are pushing children to learn before they are developmentally ready. Doing this can have harmful consequences for children.

In their report Reading in Kindergarten: Little to Gain and Much to Lose, education professor Nancy Carlsson-Paige and her colleagues write about the hazards of early reading instruction. They warn: “When children have educational experiences that are not geared to their developmental level or in tune with their learning needs and cultures, it can cause them great harm, including feelings of inadequacy, anxiety and confusion.

Unfortunately, if you’re a teacher or parent, even if you feel this way your job and/or child’s success depends on how they meet today’s expectations.

What not to do

One of the worst things a parent or teacher can do is to associate reading with anxiety and failure. One way to avoid this is to make reading fun with as many scaffolds as possible.

While for some families this may mean investing in expensive programs or tutors to help their child keep up, there is another way.

Finding high-quality early literacy apps.

Solution: Increase Screen time

If you’re lucky enough to be in a district that purchases and provides a platform such as Footsteps2Brilliance students will be more likely to meet today’s demands. Their research shows that in just one month students have measurable results in vocabulary acquisition, critical thinking, and comprehension. Outside research shows that students who used Footsteps2Brilliance gained 7 months of vocabulary acquisition on the Peabody Picture Vocabulary Test in just 1 month. That is almost an entire year’s worth of academic progress.

Unfortunately, you may not be in a district that uses advanced tools for advanced literacy. Fortunately, there is an app now available to any parent or teacher for students. The app can be downloaded even if their school or district has not invested in it. 

It’s called Rivet. It’s free! It also has no ads and it’s COPPA compliant. 

The app contains more than 2000 leveled books for students in grades K-2. The app has a kid-friendly interface with word help to decrease frustration level. It has a read along feature enabling the book to read aloud to children. It is personalized so kids can choose their favorite books, avatars, and skins. It also has authentic, real-world reflection. Readers can rate and review each story they read. They can also save favorite stories and play games based on the stories they enjoy the most.

Using an app like Rivet means increased screen time results in increased reading time. What does that look like for readers using Rivet?

• +20% more time reading
• 29 average minutes per day reading
• 4.2 nights per week read
• 5.3 books read per day

The Verdict

While click-bate headlines love to scare parents and educators about the risks of screen time, it’s not that simple. Intelligently directed screen time with adult guidance and support can be the very thing kids need for success.

What do you think? Are apps like Rivet or Footsteps2Brilliance something that could help the students with whom you work? Have you tried them? Have you had success with something else?      

Lisa Nielsen (@InnovativeEdu) has worked as a public-school educator and administrator since 1997. She is a prolific writer best known for her award-winning blog, The Innovative Educator. Nielsen is the author of several books and her writing has been featured in media outlets such as The New York Times,The Wall Street Journal, Tech&Learning, and T.H.E. Journal. 

1. Interoperability has had different definitions and standards. Figure out what yours is. Differentiate between interoperability standards (the rules and definitions used to move different types of information) and interoperability (the ability to move information easily to where you need it).
2. Accept that when interoperability works, it goes unnoticed. It fades into the background, boring and forgotten.
3. Interoperability is not about collecting data. Stopping interoperability doesn’t affect data collection, and stopping interoperability won’t stop data use.
4. Bad commercial edtech products can stand in the way of interoperability – and good design has big upsides. Interoperability standards won’t solve the problem of bad software, but intelligent adoption of interoperability standards can reduce a district’s exposure to a data breach.
5. Data-privacy questions about interoperability are more complicated than either side that debates those questions acknowledges. When a company uses an interoperability standard with its product, three things can generally be said to be true: 1) the product will have a clear sense of the data it collects; 2) the product will potentially have access to a larger amount of data: and 3) the data collected and stored by a product will be easier to move. 
6. Interoperability creates the potential for better edtech vendor practices, but it doesn’t guarantee it. Good practice must come from education companies doing the right thing—and from schools, students, and parents demanding meaningful rights and ownership over the data that quantifies the learning experience.

 Source: Education Week https://tinyurl.com/yabxmwfy

Managing app sign up and use on the network is a perennial problem for tech teams. Here’s a handy list to share with your teachers to emphasize the importance of maintaining student privacy:

1. Don’t sign up for an app or service without checking with your school or district.
2. Don’t assume an app or tool is safe to use in the classroom just because you heard about it at a conference.
3. Understand the implications of “clickwrap agreements.”
4. Read the terms of service and the privacy policy.
5. Educate yourself about student privacy.

https://tinyurl.com/ybvoyz42

Opponents of facial recognition software point to their concern that not enough concern is being paid to the privacy risks of students. One of the driving concerns is that this software will be used to report non-citizen children to ICE for deportation and other law enforcement authorities. 

https://tinyurl.com/ycqotsu6

TechPilot Labs has earned the iKeepSafe COPPA Safe Harbor, FERPA, and California Student Data Privacy Certifications. These certifications signify that TechPilot’s mobile device management and Chromebook classroom management products have been proactively and independently assessed by iKeepSafe, an experienced privacy protection organization.

The Children's Online Privacy Protection Act (COPPA) is a law created to protect the privacy of children under 13. COPPA certification, among other things assures parents and educators that any collected data is not used for marketing purposes. The Family Educational Rights and Privacy Act (FERPA) is a federal law that affords parents the right to have access to their children’s education records and have some control over any personally identifiable information.

Learning A-Z ® today announced that all nine of its products have earned FERPA Certification, COPPA Safe Harbor Certification, and California Student Privacy Certification (CSPC) from the Internet Keep Safe Coalition (iKeepSafe), a nonprofit that certifies technology used by children and in educational settings. iKeepSafe tested and approved Raz-Plus®, Reading A-Z™, Headsprout®, Raz-Kids®, ELL Edition®, Science A-Z®, Writing A-Z™, Vocabulary A-Z™, and ReadyTest A-Z™, certifying that each product meets its rigorous standards and complies with federal and state laws governing student data privacy.

[Cyber Security Resources for Teachers and Students]

Learning A-Z products blend traditional teacher-led instruction with online resources to support differentiated instruction and blended learning. 

iKeepSafe certifies that technology used by children in educational settings meets the standards of compliance required by federal and state laws. iKeepSafe’s FERPA Certification ensures schools that they can rely on products to adequately safeguard the privacy of student data. The COPPA Safe Harbor Certification ensures that practices surrounding the collection, use, maintenance and disclosure of personal information from children under the age of 13 are consistent with principles and requirements of the Children’s Online Privacy Protection Act (COPPA). The CSPC builds on these certifications to help educators and parents find products that meet the expectations of federal and California laws governing student data privacy.

To learn more about the iKeepSafe certification, visit https://ikeepsafe.org/.

The second in the Super-Connected: Empowering Superintendents & District Leaders CoSN and edWeb.net  series,  “Student Data Privacy: A Priority and Essential Commitment” took place on October 8, 2018. Moderated by Ann McMullan, Project Director, CoSN Empowered Superintendent Program, this webinar spotlighted  the critical guidelines developed by CoSN for ensuring student data privacy in school districts. Ann McMullan said that “technology has such a big role in education today. We can't just go and ask the IT guy.  We all need to talk the talk”  

The guest panelists in this webinar can certainly talk the talk and walk the walk.  These student data privacy champions included Dr. Charles Dumais, Superintendent/Executive Director Cooperative Educational Services Fairfield County CT,  Dr. Quinn Kellis Superintendent  Dysart Unified School District. Surprise AZ, and  Linnette Attai, Project Director, CoSN Privacy Initiative and Trusted Learning Environment Program and President and Founder of PlayWell, LLC

The webinar launched with Linnette Attai explaining the four federal student data privacy regulations; FERPA, PPRA, COPPA AND GDPR. She highlighted one of the lesser known federal regulations, Protection of Pupil Rights Act ( PPRA)  that is concerned with student surveys and assessments that ask sensitive information or as Linnette described it as the  “sex, drugs, and rock and roll” of student data.  Ann McMullan stressed  that “it is incumbent for superintendents and state leaders to stay on top of these laws as they are constantly evolving and not set in stone.” 

Steering the ship through the sea of state and federal student data privacy laws

When the panelists were asked the question of how to navigate state/federal data privacy laws, Dr. Kellis described it well.  “It's almost like being in a foreign country. Whenever you enter someone else's territory and need to be compliant to someones else’s laws, you have to be familiar with those laws before you start navigating their streets and their lands.”  Dr. Kellis, also, pointed out a recently passed Arizona PPRA type law that applies penalties directly to the person, not the district, who conducts or performs the violation. Dr. Dumais explained how aggressive Connecticut has been with  student data privacy laws and how the timeline gave their 160  individual district little time to become compliant.  The state’s Commission For Educational Technology has worked hard  to give school district the tools and resources they need to meet the requirements. However, some of the vendors are large and hard to work with and some of the vendors are small and don’t have the legal resources to be able to comply with the regulations.

How much information is too much information

Both Dr. Dumais and Dr. Kellis are concerned about over communicating with parents when it comes to student data privacy.  Dr. Kellis talked about how it can “create a culture of  fear amongst parents”  and the challenge for school districts is to be transparent and informative while at the same time not overwhelming stakeholders.  All the panelists agreed with Dr. Dumais’s statement that it is ”difficult to keep up with all the changes to student data privacy regulations and that at times it feels like we are pulling technology and resources away from teachers just to ensure compliance.”

Instruction should always proceed the technology

Dr. Dumais stressed  that superintendents not only needs to be aware of the student data privacy laws but must also be aware of how implementation in the district is going to best support instruction.  An example of success in Connecticut Public Schools system was moving to a single learning management system. “It not only ensured compliance with student data privacy regulations but it made the state stronger by allowed us (Connecticut) to be better at effective using student data to drive instruction.”  Dr. Kellis echoed the sentiment around instruction and technology when he talked about how Dysart Unified School District has high expectations  and supports innovation in classrooms. “We want the teachers to be innovative and out there looking for solutions to affect their teaching and we want our students go beyond their classroom walls and have a holistic experience. However, this innovative approach to education comes with a price as it falls on the district to protect our students.”

All the “ly” words working together

Ann McMullan heightened our awareness when she announced that  “everyone has to learn how to use student data securely, effectively, legally, and ethically ensuring that all those ly words work together.”  The Dysart Unified School District, Dr. Kellis explained, focuses on employee online training modules that includes a module on student data privacy. Any new technology rolled out in the district includes student data privacy training for all employees.  Dr. Dumais explained how “going back thirty years, our staff (Connecticut) training of FERPA was limited to a small population, comprised mostly of  special education teachers and administrators. Now we do a lot of training with attorneys on helping all our staff understand the implications of the state and federal student data privacy regulations.”

Listen up future superintendents

Both Dr. Kellis’s and Dr. Dumais’s final words on student data privacy spoke to future superintends and district leaders.  Dr. Kellis recommended that  “in order to be an effective superintendent and make a difference, you  have to have a core belief that students come first and that their safety is important.  It’s an easy issue to delegate or set aside because it is something that is not right in your face like a threat or fire evacuation. Everything you do is for the students and you cannot minimize student data privacy.” Dr. Dumais conveyed that  “the best superintendents are the ones who are addressing the issue in districts  and where the leadership who are pushing it forward.This is not a single person solution and only through a systematic solution will we find a way to protect students.”

For more information, check out the CoSN Empowering Superintendent Toolkit and other webinars in the Super-Connected: Empowering Superintendents & District Leaders series.

 Eileen Belastock (@EileenBelastock) is the director of academic technology for Mount Greylock RSD in Williamstown, MA. 

Stacy Young, Associate Dean of Faculty at The Virtual High School (VHS Inc.), will be speaking at the CSforALL Summit 2018, being held October 8-11 at Wayne State University in Detroit, Michigan. Young will be taking part in a panel discussion on cybersecurity education.

This year, The Virtual High School will develop and launch a new 15-week online cybersecurity course for delivery in the 2019-2020 academic year. The course will be available to schools across the country and will also be available for individual student enrollment. A four-week companion module on cybersecurity will also be available in summer 2019. The companion module can be used as a summer enrichment or for-credit course, as a supplemental module for in-school use, and as part of a Boy’s and Girl’s club or other after-school program.

[Data Privacy and Security: A Continuing Challenge]

VHS is a Massachusetts-based non-profit organization that has, for over 22 years, provided middle and high schools from 40 states and 33 countries with access to high-quality online and blended learning experiences. More than 600 schools currently use the VHS program to supplement their school’s course offerings.

If the old journalism dictum that three news stories on a subject makes a trend, then the controversial topic of using facial recognition in schools certainly passes the test. Yesterday’s top story in the News-Pressnow interviews Dr. Robert Sigrist, director of student services for the St. Joseph School District (MO): “I think it’s such a new technology that probably there would have to be some pretty serious thought go into something like that. You would want to have some pretty well-established guidelines in place.” The Seattle Times last month reported on Microsoft’s call for government regulation on the technology. And the Houston Chronicle details plans for Fort Bend ISD to present a proposal to use the tech next year. Right now, I’m withholding opinion until I see the stuff actually work. —Kevin Hogan, Content Director

[What to do After Your Education System is Hacked]

School and district leaders met in Chicago in June, before the ISTE 2018 conference, to discuss some of the important issues they’re facing today. Data security and identity management are at the top of the list. In considering what some of their biggest challenges are in the area of privacy and security, technology leaders shared some best practices:

Student data privacy management resources that Summit attendees have found helpful include:

EdPrivacy by Education Framework: The world’s first student data privacy management system that helps K–12 school districts proactively protect student data, engage parents in the privacy conversation, and manage privacy obligations with transparency and accountability. 

Data Quality Campaign: The nation’s leading voice on education data policy and use. The organization’s goals are to increase public understanding of the value of education data; ensure that all stakeholders have timely access to the right information; and improve the capacity of, and conditions for, teachers and school leaders to use data.

Privacy Technical Assistance Center (PTAC): The US Department of Education’s Institute of Education Sciences’ National Center for Education Statistics (NCES) has established the center to be a “one-stop” resource for education stakeholders to learn about data privacy, confidentiality, and security practices related to student-level longitudinal data systems.

[Minecraft: Kids Learn 21st Century Skills While Building New Worlds]

Choosito

Filter expert-curated sites by grade and subject with safe search tool

Pros: Search safe, teacher-curated sites organized by grade level and subject area.

Cons: While there are more than 150,000 sites to browse, it's still not the same as researching using databases and other tools.

Bottom Line: An easy-to-use tool for safe online searching.

Read more.

App of the Day picks are selected from the top edtech tools reviewed by Common Sense Education, which helps educators find the best ed-tech tools, learn best practices for teaching with tech, and equip students with the skills they need to use technology safely and responsibly.

By Common Sense Education

Washington, D.C. and the MLB All Star game were the backdrop for the inaugural CoSN Student Data Privacy Workshop. 35 CTOs, CIOs and Superintendents from as far away as Texas gathered to collaborate on this important topic. The framework of this event was the CoSN Trusted Learning Environment (TLE) Seal Program. This seal program is the “nation’s only data privacy seal for school systems” that recognizes school districts’ commitment to high standards around student data privacy. The workshop presided over by Linnette Attai, CoSN Project Director, President of PlayWell, LLC and author of Student Data Privacy: Building a School Compliance Program focused on four of the five TLE core practice areas: Leadership, Data Security, Business Practices, and Professional Development and Classroom.

Keynote

The workshop began with a very informative keynote address by Michael Hawes, the Director of the Student Privacy Policy and Assistance Division (SSPAD) for the U.S. Dept of Education. He stated that the SSPAD’s core mission is to promote best practices, raise awareness and to seek adoption of student data privacy policies “above and beyond” FERPA. He went on to highlight the challenges that school districts face when dealing with third-party service providers and student personally identifiable information (PII). He emphasized that edtech is here to stay and that until data privacy policies and procedures are in place, districts, students, teachers and parents are vulnerable to phishing and identity theft. He ended his keynote with words of encouragement for the group by saying that it doesn’t have to all happen at once… set reasonable goals, involve leadership and utilize the many resources that are available such as SSPAD resource site and the CoSN Protecting Privacy in Connected Learning Toolkit.

Leadership

Champions was the term most used during this session. During both the leadership failfest and the discussion panel by four TLE seal leaders, it was emphasized that it is critical to have leadership champions. By getting district and building leadership involved, decisions around student data policies will be value driven not fear driven.

Data Security

The tabletop exercises around data security was educational for many at this workshop. Linnette energized us into action when attendees were walked thru a comprehensive incident response plan model that included response team identification, detection and analysis of the situation, containment, remediation, communication, and post-mortem.

Business Practices

This third core element ignited much discussion around the building and implementation of third-party vetting processes. The consensus of the group was that it is important to look at what other schools are doing, get into dialog with third-party vendors around a district data privacy agreement and recognize the risk management around vetting possible third-party applications and program adoptions in your district.

Professional Development

This share session focused on creative ways to approach professional development within our districts. It was a lively discussion that ranged from posters around the school to phishing tests to weekly tips for faculty in creative locations. We all agreed that student data privacy is a mindset and cultural change that will take time. If we can make connections for parents and teachers about how this could impact their personal life then we can make those critical changes that will protect our students. Educating teachers then helps to inform their classroom practices, and how they can then educate students and parents around these important issues.

Action Planning

This CoSN workshop modeled the practice of engaging in the process by having all participant complete a CoSN TLE Practice Self-Evaluation. This self evaluation had the group taking a hard look at strengths and areas of concern around data privacy policies in our own districts. The workshop ended with a reflection activity that resulted in a data privacy action that participants could build upon in our own districts.

Data privacy is not an IT problem, it is a people problem. As Keith Krueger, CoSN CEO stated in his welcome letter, we need “to reframe the conversation around privacy of student data and the key is to move from privacy to trust with our parents, community and policymakers.”

Eileen Belastock, CETL, is the Director of Academic Technology at Mount Greylock RSD Williamstown, MA.

The information from SaaS applications is stored on the cloud. Because this is so convenient, use of these apps is growing at K–12 schools. However, experts warn that the convenience of the cloud should not mask the vulnerability of the data being stored. While Microsoft and Google guarantee the security of their platforms, cloud users are expected to manage their own SaaS configurations. This is where security issues are most likely to occur. Many breaches today are a simple result of accidentally leaving storage buckets open. SaaS information should be held to the same industry-regulated standards as those that apply to finances and healthcare. Just as banking records and medical diagnoses are deemed sensitive information, so too are student identities, including Social Security numbers, birthdates, and more. Emerging tools on the IT side are designed to help look for and set alerts for data going onto the cloud. School districts also need to adopt better built-in controls to protect against hackers. 

https://tinyurl.com/y9bwj6w6

Hero K12, which is a web-based platform teachers use to emphasize and reward students for positive behavior, has partnered with Clever Secure Sync for data integration. Adding Clever integration capabilities means that schools can securely synchronize data from their SIS (student information system) to Hero K12 for rapid set up of new accounts.

[Report Finds Increase in Data Breaches in Education and Offers Tips to Help Prevent Them]

Common Sense, the national nonprofit organization dedicated to helping kids and families thrive in the digital world, released the results of a new survey of parents and teens on the subjects of privacy and social media sites.

Key findings of the survey include:

More than nine in 10 parents and teens think it's important that sites clearly label what data they collect and how it will be used.

The majority of teens (69 percent) and parents (77 percent) say it is "extremely important" for sites to ask permission before selling or sharing their personal information. The vast majority (97 percent of parents and 93 percent of teens) agree that this is at least "moderately" important.

Very few people think sites do a good job of explaining what they do with users' information. Only a third of teenagers (36 percent) and a quarter of parents (25 percent) agree that social networking sites and apps do a good job of explaining what they do with users' data.

Most parents and teens are concerned about ad targeting by social media sites. Eighty-two percent of parents and 68 percent of teens are at least "moderately" worried that social networking sites use their data to allow advertisers to target them with ads.

Both parents and teens have taken steps to address their privacy. About eight in 10 teens (79 percent) have changed their privacy settings on a social networking site to limit what they share with others. Slightly more parents (86 percent) say they have done the same for their own privacy settings.

The survey can be viewed in its entirety here.

Common Sense Media is always one of my go-to sites for all things involving digital literacy, both as a parent and an edtecher. Their latest project just solidifies their position. The Common Sense Privacy Evaluation Initiative helps, in their words, to “clarify privacy policies so that teachers can make smart choices about the learning tools they use with students, and schools and districts can participate in evaluating the technology used in K–12 classrooms.” Much like succinct reviews of movies and games for kids, Common Sense is now rating how well edtech companies adhere to privacy standards—from use responsibly, to use with caution, to not recommended. I suggest adding it to your bookmarks ASAP!

—Kevin Hogan, Content Director

[It’s Time to Make Student Privacy a Priority]

Suffice it to say that the editors here at Tech & Learning are pretty bullish on, well, technology and education. You won’t find any hand-wringing scare stories about dangerous devices in the classroom, lurking bogeymen on social media, or some sundry new tool that will subvert students from a “real” classroom experience; not that these aren’t reasonable issues with which to engage, it’s just that we believe the right approach is not to demonize.

One topic that does furrow our collective brow is that of student data privacy. A report released last month by the Electronic Frontier Foundation (EFF) lays out those worries in stark terms. The group surveyed over 1,000 stakeholders across the country, including students, parents, teachers, and school administrators. They also reviewed 152 school district edtech privacy policies in a yearlong effort to determine whether and how tech companies protect students’ privacy and their data. Their conclusion: “In short, technology providers are spying on students—and school districts, which often provide inadequate privacy policies or no privacy policy at all, are unwittingly helping them do it.”

I encourage you to download the report in our current issue online at techlearning.com or directly from the EFF (http://bit.ly/2oOH9fe). In the meantime, dig into the article on page 28, which was originally published just before the survey was released. Written by Gennie Gebhart, one of the EFF researchers, she interviews an anonymous district IT director, who expresses his or her own personal concerns: “We’re putting all our eggs in one basket that we’re not in control of,” he says, “We don’t know where this student data is going.”

Paranoid or prophetic? Be sure that these won’t be the last words on this topic at Tech & Learning.

—Kevin Hogan
Content Director
khogan@nbmedia.com

A new report by NASBE Director of Education Data and Technology, Amelia Vance, “Policymaking on Education Data Privacy: Lessons Learned,” reflects on the “recent rapid and vigorous cycle of policymaking” on student data privacy and safety. Based on both the pitfalls and best practices states have discovered through this process, Vance offers seven key lessons for policymakers:

1. State boards significantly shape data privacy policy. State boards need to ensure purposeful collection and use of data.

2. Policymakers must be proactive in explaining the value of student data to the public. Before engaging with how the state is protecting data, parents need to understand how data can help their children.

3. More transparency = more trust. States ought to go beyond what current laws require to build trust between parents and schools on data privacy.

4. Early adopters are models for shaping second-generation laws. States should pay attention to bills that raise new privacy issues, such as the model legislation the ACLU recently introduced.

5. It’s important to clarify, revisit, and revise existing laws. Policymakers need to continue to examine and revise laws to ensure they adequately balance privacy and data use in education.

6. Student data privacy legislation can cause unintended harm. All legislation needs to be thoroughly vetted for problematic language that may unnecessarily restrict the positive use of data.

7. Training on data use and privacy is essential. Very few of the more than 300 bills introduced over the past two years mention training. Anyone who handles data should know how to protect those data.

THE FULL REPORT IS AVAILABLE AT http://tinyurl.com/eduprivacylessons