Online and Observed: Student Privacy Implications of School-Issued Devices and Student Activity Monitoring Software

Abstract

Many school districts across the nation expanded efforts to provide devices like laptops and tablets to students during the global pandemic in an effort to close the homework gap and address inequities in technology access. Part of this shift included the introduction of student activity monitoring software and other digital tools aimed in part at facilitating remote classroom management and driving student engagement. However, these tools can also be used in ways that are unduly intrusive. In this report, we examine whether students who receive school-issued devices are subject to more monitoring than their peers who have their own devices. We also examine local education agencies’ motivations in implementing monitoring and how they communicate about it with parents and students. Building on recent CDT guidance on how schools could address privacy gaps in the implementation of remote education technology (Quay-de la Vallee & Venzke, 2020), this report presents findings based on virtual semi-structured interviews with nine individuals from five local education agencies (LEAs), including district level administrators and information technology (IT) directors.

Compulsory technology adoption and adaptation in education: A looming student privacy problem

“…It is not enough to rely on parents to mediate their children's online experiences or to depend on technology companies to ensure privacy‐security measures are met (Vijayalakshmi et al, 2018), and this should not be assumed or expected. As the CDT noted in a nationwide research study titled “With Increased EdTech Comes Increased Responsibility,” school districts would benefit from privacy managers, whom we believe could assess their districts' privacy and security needs as well as outcomes of digital privacy‐enhancement actions (Hankerson et al, 2021). This type of position is necessary and long overdue in K‐12 school districts.…”

“…Exploring technology adoption with in-depth interviews and recognizing the lack of privacy-security variables in accountability reports allowed us unique insight into looming student privacy concerns. The CDT report in 2020 was one such accountability report, providing useful insight into teachers' and parents' perceptions about school privacy and security, rather than actual plans or actions by school districts (Hankerson et al, 2021). Even the 2022 California Age-Appropriate Design Code Act, which focuses on access to online services by children, makes no overt mention of students or educational settings (Cal.…”

“…When these same for-profit companies offer their services to K-12 educational institutions, often at no cost, there is additional concern regarding the motivations and future use of information exchanged, even when advertisements are turned off for these services. Students using devices provided by schools are monitored by schools and vendors (Hankerson et al, 2021). However, information is still exchanged, collected, aggregated, and utilized even when the user is not at school and when they interact with other sites or emails, increasing long-term risk.…”

Reducing Student Exposure to Digital Food and Beverage Marketing: Policy and Practice Recommendations

“…During the COVID-19 pandemic, many schools acquired and distributed more devices like Chromebooks to students to facilitate remote learning. 14 However, not all school-issued devices were properly equipped with measures to protect students from digital marketing. 15 In addition to facilitating school work, school-owned devices can be used recreationally outside of school.…”

Beyond the Screen: Parents’ Experiences with Student Activity Monitoring in K-12 Schools

“…ocal education agencies (LEAs) often view the use of student activity monitoring software on school-issued devices and networks as necessary tools to promote student safety and security, and in some cases to comply with perceived federal educational requirements (Hankerson, et. al.…”