Searching for "student privacy"
You’ve Been Hacked! Explaining Cybersecurity to Students in an Interconnected Era
By Jacob Batchelor 06/01/17
https://thejournal.com/articles/2017/06/01/youve-been-hacked-explaining-cybersecurity-to-students-in-an-interconnected-era.aspx
Here’s an easy way to explain IoT hacks to students:
- A hacker accesses a device, like a webcam, through its internet connection. Devices with weak security or easy-to-guess passwords make easy targets.
- The hacker can then infect the device with malware, a type of computer virus that takes control of a device.
- The hacker now has a number of options. He or she can use the device to spy, infect other devices or attack a target like the servers (centralized computers that store network data) targeted in the October 2016 attack.
- Research the manufacturer. Are they reputable? Have they previously been hacked? Big, established companies based in developed countries are usually the safest.
- Read up on security features. Is the device password-protected? Can you set your own password? If so, make it a strong password that uses numbers, letters and symbols — avoid common words or phrases.
- Regularly check for updates. Good companies will regularly update the software on their devices to protect against vulnerabilities.
- Ask yourself — do you need it? Make sure internet-connectivity is something you really need on the device you’re using. In many cases, internet-connectivity is not necessary for the device to function properly.
a few tips that students can use to protect their privacy while using smartphones:
- Research apps before signing up for them. Is it from a reputable developer? Has it had security issues in the past? Use the same approach as when researching IoT devices.
- Look over the terms of service. What information does it require? Does it track or store your data? Can the developer sell your information? All of these questions are important to consider.
- Be careful when linking apps to your social media accounts. Giving apps access to your social media accounts makes them vulnerable to hacking. Is there a good reason for the accounts to be linked? Can you sign up without linking to a social media account?
- Use two-factor authentication. Two-factor authentication requires authorization beyond a password when using unrecognized devices such as entering a code sent to your cellphone. As apps allow, be sure to use two-factor authentication which will make it more difficult for hackers to access the information stored in your apps.
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more on hackers in this IMS blog
https://blog.stcloudstate.edu/ims?s=hacker
Yik Yak Users Not So Anonymous After All
By Dian Schaffhauser 10/20/16
https://campustechnology.com/articles/2016/10/20/yik-yak-users-not-so-anonymous-after-all.aspx
yakkers had add personal handles and profiles starting last August. users of mobile app Yik Yak face the ignominy of being truly discoverable. At least that’s what a research team at New York University’s Tandon School of Engineering suggests in a new paper.
“You Can Yak but You Can’t Hide: Localizing Anonymous Social Network Users,” being presented at the upcoming ACM Internet Measurements Conference next month, describes how the research team was able to determine the geographical origin of a comment or “yak” and possibly even the person who made the post, thereby making the program susceptible to “localization attacks,” putting the user at risk of being identified.
if a student posted a disparaging remark about a fellow student or a faculty member, “it wouldn’t be difficult” for the victim of the insult to figure out where the offensive commentary was posted from and then pinpoint the probable yakker from there.
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more on privacy in this IMS blog
https://blog.stcloudstate.edu/ims?s=privacy
Dear colleagues,
the topics of privacy pertaining technology is becoming ubiquitous.
If you feel that the content of your class material can benefit of such discussions, please let us know.
Please have some titles, which can help you brainstorm topics for discussions in your classes:
Power, Privacy, and the Internet
https://blog.stcloudstate.edu/ims/2015/12/03/power-privacy-internet/
Privacy groups slam Department of Homeland Security social media proposal
https://blog.stcloudstate.edu/ims/2016/08/24/dhs-social-media-proposal/
FBI quietly changes its privacy rules for accessing NSA data on Americans
https://blog.stcloudstate.edu/ims/2016/03/09/surveillance-and-privacy/
Facebook canceled a student’s internship after he highlighted a massive privacy issue
https://blog.stcloudstate.edu/ims/2015/08/17/facebook-and-privacy/
Samsung’s Privacy Policy Warns Customers Their Smart TVs Are Listening
https://blog.stcloudstate.edu/ims/2015/02/10/privacy-smart-devices/
Teenagers, The Internet, And Privacy
https://blog.stcloudstate.edu/ims/2014/11/05/teenagers-the-internet-and-privacy/
Online privacy: It’s time for a new security paradigm
https://blog.stcloudstate.edu/ims/2014/09/25/online-privacy-its-time-for-a-new-security-paradigm/
On social media, privacy, etc.
https://blog.stcloudstate.edu/ims/2014/03/14/on-social-media-privacy-etc/
Hacking the Future: Privacy, Identity, and Anonymity On the Web
https://blog.stcloudstate.edu/ims/2013/12/03/hacking-the-future-privacy-identity-and-anonymity-on-the-web/
Are We Puppets in a Wired World?
https://blog.stcloudstate.edu/ims/2013/10/23/pro-domo-sua-are-we-puppets-in-a-wired-world-surveillance-and-privacy-revisited/
How Teens Deal With Privacy and Mobile Apps
https://blog.stcloudstate.edu/ims/2013/08/28/how-teens-deal-with-privacy-and-mobile-apps/
If you seek more tangible, hands-on assistance with similar and/or any topics regarding technology, please do not hesitate to contact us.
Facebook canceled a student’s internship after he highlighted a massive privacy issue
not the first time Facebook has such issues; please read other IMS blog posts:
College students love snapchat!
It’s personal, creative, quick, fun, and free. |
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“According to research by Sumpto…as much as 77 percent of college students use Snapchat every day.
37 percent of the study respondents cited “creativity” as their main use of the app. “Keeping in touch” and “easier than texting” were reasons for 27 percent and 23 percent, respectively.”
Reasons young adults ages 18-26 use snapchat:
- “I like sharing weird things I see when I’m out…When you get ugly selfies from someone, that’s how you know you’re good friends.”
- “I only ever use it for funny pictures or to show what I’m doing to my friends, but I have people that use it as a replacement for texting.”
- “Snapchat is the ultimate social media tool — users want to share their lives to anyone they choose to elicit possible feedback, but without the necessity of it being stored…Snapchat provides an easier answer to Facebook’s ‘What are you doing right now?’ I use it personally to stay in touch with friends and show people what I’m doing.”
Colleges are also starting to get on the bandwagon — Snapchat launched Our Campus Story in October 2014 to four schools.
How Colleges are using snapchat:
- Orientation: (Tennessee Wesleyan College) “Where’s Wesley” scavenger hunt
- Updates: (Tennessee Wesleyan College) Sharing updates about events and activities on campus
- Recruiting: (Eastern Washington University and the University of Kansas) communicating with young athletes interested in joining their teams
Read more:
http://www.businessinsider.com/why-millennials-use-snapchat-2015-2
http://sproutsocial.com/insights/how-to-use-snapchat-for-colleges/
http://www.briansolis.com/2015/02/npr-marketplace-snapchat-19-billion-company/
More IMS blog entries on Snapchat and its use in education:
https://blog.stcloudstate.edu/ims/?s=snapchat
Peer-reviewed and popular literature:
Robbins, S. P., & Singer, J. B. (2014). From the editor—The medium is the message: Integrating social media and social work education. Journal Of Social Work Education, 50(3), 387-390.
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Waxman, O. B. (2014). Snapchat Grows Up: How College Officials Are Using the App. Time.Com, 1.
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JO, M. (2014, March 22). Teacher sees value in online connection. Dominion Post, The. p. A2.
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Couros, G. (n.d.). Snapchat and Education. Retrieved from
http://georgecouros.ca/blog/archives/4866
Wiederman, K. (2014, May 2). Snapchat: The Newest Higher Ed Communication Tool | Merge. Retrieved from
http://www.mergeagency.com/digital-marketing/snapchat-newest-higher-ed-communication-tool
Privacy and security:
Stretton, T., & Aaron, L. (2015). Feature: The dangers in our trail of digital breadcrumbs. Computer Fraud & Security, 201513-15. doi:10.1016/S1361-3723(15)70006-0
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YOUNG, D. (2014). NOW YOU SEE IT, NOW YOU DON’T… OR DO YOU?: SNAPCHAT’S DECEPTIVE PROMOTION OF VANISHING MESSAGES VIOLATES FEDERAL TRADE COMMISSION REGULATIONS. Journal Of Information Technology & Privacy Law, 30(4), 827.
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Ekman, U. (2015). Complexity of the ephemeral – snap video chats. Empedocles: European Journal For The Philosophy Of Communication, 5(1/2), 97-101. doi:10.1386/ejpc.5.1-2.97_1
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Flandez, R., & Wallace, N. (2014). Nonprofits Must Guard Against Imposters. Chronicle Of Philanthropy, (09),
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O’Neil, M. (2014). Oh, Snap! A Q&A With DoSomething.org’s Snapchat Strategists. Chronicle Of Philanthropy, (01),
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MESSITT, M. (2014). Cyberbullying Happens in Code. Break It. Education Digest, 79(9), 51.
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Plan for today, Mon, Nov 17 class session:
Parent involvement in their children’s social emotional and academic development.
- Introduce myself, who I am, who do I work with. Why is it good to know IMS and consider working with IMS. How to contact us – 5 min
- Start with a video from the following IMS blog entry: https://blog.stcloudstate.edu/ims/2013/05/01/on-digital-literacy/ :
http://youtu.be/d5kW4pI_VQw – 2 min. What is the video about, how do students think it relates to their class (parent involvement in their children’s social emotional and academic development) – about 5 min
- Group work assignment – what is digital literacy and why is it important to people of all ages:
Students work in groups and outline a definition of digital literacy and a list of 5 reasons about the importance – 5 min
Study and discuss the following infographic (5 min)
https://blog.stcloudstate.edu/ims/2014/10/16/early-learners-tech-use/
For and against children spending time with technology. Gaming, social media, and computer use in general as addiction. “Disconnect/Unplugged” (Sherry Turkle) versus contemplative computing and similar meditative and contemplative practices: https://blog.stcloudstate.edu/ims/2013/11/05/getting-unplugged/
- Discussion on how does digital literacy vary between age groups; how do people from different ages communicate. How do they work together and help each other when learning about digital literacy. Who is the best source for students to learn about digital literacy (hint – IMS ;)) – 10 min
Suggested source for more information: The SlideShare presentation on the IMS blog entry: https://blog.stcloudstate.edu/ims/2013/05/01/on-digital-literacy/: http://www.slideshare.net/dajbelshaw/etmooc-t3-s1-digital-literacies-with-dr-doug-belshaw
- Discussion on digital identity, digital citizenship, privacy and security. – 10 min
https://blog.stcloudstate.edu/ims/2013/10/03/digital-identity-and-digital-citizenship/
- Questions and suggestions regarding
Twitter, Rape and Privacy on Social Media – The Cut
http://nymag.com/thecut/2014/03/twitter-rape-and-privacy-on-social-media.html?mid=facebook_nymag
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Three thoughtful and thought-provoking essays about teaching social media use:
“Why students should not be required to publicly participate online” online at http://prpost.wordpress.com/2010/04/25/why-students-should-not-be-required-to-publicly-participate-online/
“Notes on Student Privacy and Online Pedagogy” online at http://joshhonn.com/?p=65
“Why the Loon does not assign public social-media use” online at http://gavialib.com/2014/02/why-the-loon-does-not-assign-public-social-media-use/
I don’t necessarily advocate the point of view expressed in these posts, but I do think they merit both attention and discussion in a course focused on social media.
Keith Ewing
Professor, Library Systems & Digital Projects
Key Findings
See the 2013 report for a full list of key messages, findings, and supporting data.
- Students recognize the value of technology but still need guidance when it comes to better using it for academics.
- Students prefer blended learning environments while beginning to experiment with MOOCs.
- Students are ready to use their mobile devices more for academics, and they look to institutions and instructors for opportunities and encouragement to do so.
- Students value their privacy, and using technology to connect with them has its limits.
p. 10
students are generally confident in their prepraredness to use technology for course work, but those who are interested in more tech training favor “in calss” guidance over separate training options.
Educause’s ECAR Study, 2013
http://www.educause.edu/library/resources/ecar-study-undergraduate-students-and-information-technology-2013
Infographic:
http://net.educause.edu/ir/library/pdf/ERS1302/Eig1302.pdf
Investment continues to flow to ed tech, with $803 million injected during the first six months of the year, according to the industry news website EdSurge. But half of that went to just six companies, including the celebrity tutorial provider MasterClass, the online learning platform Udemy and the school and college review site Niche.
From the outside, the ed-tech sector may appear as if “there’s a bonanza and it’s like the dot-com boom again and everybody’s printing money,” said Michael Hansen, CEO of the K-12 and higher education digital learning provider Cengage. “That is not the case.”
Even if they want to buy more ed-tech tools, meanwhile, schools and colleges are short on cash. Expenses for measures to deal with Covid-19 are up, while budgets are expected to be down.
Analysts and industry insiders now expect a wave of acquisitions as already-dominant brands like these seek to corner even more of the market by snatching up smaller players that provide services they don’t.
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Tech-based contact tracing could put schools in murky privacy territory
https://www.educationdive.com/news/tech-based-contact-tracing-could-put-schools-in-murky-privacy-territory/584881/
- A white paper from the Surveillance Technology Oversight Project (STOP) suggests the use of contact tracing technology by schools could erode student privacy and may not be effective in preventing the spread of coronavirus.
Despite the pandemic, schools still must conform to the Family Educational Rights and Privacy Act (FERPA) and other laws governing student privacy. Districts can disclose information to public health officials, for example, but information can’t be released to the general public without written consent from parents.
The Safely Reopen Schools mobile app is one tool available for automating contact tracing. The idea is that if two mobile phones are close enough to connect via Bluetooth, the phone owners are close enough to transmit the virus. The app includes daily health check-ins and educational notifications, but no personal information is exchanged between the phones, and the app won’t disclose who tested positive.
Colleges are also using apps to help trace and track students’ exposure to coronavirus. In August, 20,000 participants from the University of Alabama at Birmingham were asked to test the GuideSafe mobile app, which will alert them if they’ve been in contact with someone who tested positive for COVID-19. The app determines the proximity of two people through cell phone signal strength. If someone reports they contracted the virus, an alert will be sent to anyone who has been within six feet of them for at least 15 minutes over the previous two weeks.
Critics of the technology claim these apps aren’t actually capable of contract tracing and could undermine manual efforts to do so.
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more on ed tech in this IMS blog
https://blog.stcloudstate.edu/ims?s=educational+technology
5 K-12 trends to watch in 2020
https://www.educationdive.com/news/5-k-12-trends-to-watch-in-2020/568720/
- Continued innovations and shifts in assessment
- Clashes between safety efforts and student privacy
- Teacher activism spurs lawmaker response
- Rethinking what a classroom and instruction can be
- The changing face of professional development
from EdCamp “mini-conference” formats to digital microcredential programs