The focus is on how technology impacts the learner and educator identities, especially focusing on safety, privacy, and the cybersecurity of the technology-centric learning environments. Questions arise which will need to be resolved by designers of these systems. This chapter was completed at the end of the annual CES, Consumer Electronics Show, held January 2019 at Las Vegas. The justification for this approach was to assert the influences products displayed at this consumer show will have on future identities of the self among learners and educators. Concepts such as self-analysis technology are proposed and discussed, and challenges affecting learners and educators related to identity, authentication, authorization, and accountability are highlighted. It is concluded that solutions to these challenges are not a single entity but instead a combination of diverse continually evolving techniques.

An increasing number of teenagers are now using the internet through their computers, phones, ipads, ipods, laptops, tablets, etc. In the era of COVID-19, where School kids do home schooling using the internet, the number of teenagers using the web will be higher and their presence online will increase. The internet can be a major channel for their education, creativity, and self-expression. However, it also carries a spectrum of cyber risks to which teenagers are more vulnerable than adults. This paper focuses on online risks for teenagers under COVID-19 era and how to protect them from cyber predators. It examines direct and indirect precautionary measures available to these innocent teenagers and their parents to help mitigate online vulnerabilities. The paper believes that, to enhance the policy to protect teenagers online, governments and School Districts should enhance the coherence of their policy measures and tools in collaboration with parents, caregivers, educators, businesses, and civil societies.