TY - GEN
T1 - Privacy and security considerations for digital technology use in elementary schools
AU - Kumar, Priya C.
AU - Chetty, Marshini
AU - Clegg, Tamara L.
AU - Vitak, Jessica
N1 - Publisher Copyright:
© 2019 Copyright held by the owner/author(s).
PY - 2019/5/2
Y1 - 2019/5/2
N2 - Elementary school educators increasingly use digital technologies to teach students, manage classrooms, and complete everyday tasks. Prior work has considered the educational and pedagogical implications of technology use, but little research has examined how educators consider privacy and security in relation to classroom technology use. To better understand what privacy and security mean to elementary school educators, we conducted nine focus groups with 25 educators across three metropolitan regions in the northeast U.S. Our findings suggest that technology use is an integral part of elementary school classrooms, that educators consider digital privacy and security through the lens of curricular and classroom management goals, and that lessons to teach children about digital privacy and security are rare. Using Bronfenbrenner’s ecological systems theory, we identify design opportunities to help educators integrate privacy and security into decisions about digital technology use and to help children learn about digital privacy and security.
AB - Elementary school educators increasingly use digital technologies to teach students, manage classrooms, and complete everyday tasks. Prior work has considered the educational and pedagogical implications of technology use, but little research has examined how educators consider privacy and security in relation to classroom technology use. To better understand what privacy and security mean to elementary school educators, we conducted nine focus groups with 25 educators across three metropolitan regions in the northeast U.S. Our findings suggest that technology use is an integral part of elementary school classrooms, that educators consider digital privacy and security through the lens of curricular and classroom management goals, and that lessons to teach children about digital privacy and security are rare. Using Bronfenbrenner’s ecological systems theory, we identify design opportunities to help educators integrate privacy and security into decisions about digital technology use and to help children learn about digital privacy and security.
UR - http://www.scopus.com/inward/record.url?scp=85066804693&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85066804693&partnerID=8YFLogxK
U2 - 10.1145/3290605.3300537
DO - 10.1145/3290605.3300537
M3 - Conference contribution
AN - SCOPUS:85066804693
T3 - Conference on Human Factors in Computing Systems - Proceedings
BT - CHI 2019 - Proceedings of the 2019 CHI Conference on Human Factors in Computing Systems
PB - Association for Computing Machinery
T2 - 2019 CHI Conference on Human Factors in Computing Systems, CHI 2019
Y2 - 4 May 2019 through 9 May 2019
ER -