DATA PRIVACY ACT OF 2012 (R.

A 10173)

Student Data Privacy, Digital Learning, and Special Education:

Challenges at the Intersection of Policy and Practice

A major concern with privacy relates to the fear that student data could be
used at a later time to stigmatize or otherwise adversely impact the student. In
particular, some worry that a record of the student’s negative behaviors or
poor academic performance could ultimately interfere with future educational
opportunities.These concerns may be more pronounced with respect to
students with disabilities in light of the potentially sensitive nature of the data
being collected. For example, such data might describe challenges associated
with the student’s disability, correspond to negative labels of the student’s
performance, or refer to the student’s specific disciplinary infractions. This
kind of information, in contradistinction to the rights of these students under
special education and civil rights law, could potentially be used to deny the
students’ access to certain classes or programs, or lead to the emergence of
biases on the part of teachers and staff.Without sufficient attention to data
safeguarding, there is the risk that research efforts will be hindered, and
stakeholders will be unable to reap the full benefits of collecting and using
digital student data.

REALIZATION:
In many jurisdictions, privacy is considered a fundamental human right,
and data protection laws exist to guard that right. Data privacy is also
important because in order for individuals to be willing to engage online, they
have to trust that their personal data will be handled with care.
Data Privacy Council Education Sector Advisory No. 2020-1 Data Privacy
and Online Learning

Personal data (including the files or records that contain them) stored or
uploaded to an LMS or OPP may be covered by a number of legal or
technical requirements (e.g., confidentiality, access restriction, retention, and
even intellectual property laws). As such, publicly disseminating, re-posting, or
re-sharing them may run afoul of not just the DPA but also other applicable
laws and regulations. If personnel of an educational institution have collected
personal data in their official capacity and/or during an official activity, such
data must not be used for personal purposes or reasons. The posting of such
data using personal social media accounts may be a violation of the
educational institution’s social media policy, if any, and could merit disciplinary
action.

REALIZATION:
Data security should be taught in a simple educational format for students
and teachers to understand, fully so that they may be proactive instead of
reactive with their information and the consequences.
 ANTI-CHILD PORNOGRAPHY ACT OF 2009 (R.A 9775)

Teacher Education to Meet the Challenges Posed by Child Sexual Abuse

Sexual abuse often causes consequences affecting the child at school.

This produces pedagogical challenges for teachers and schools in dealing
with affected children’s academic, behavioral and social needs.It have shown
significant adverse effects on academic performance, behaviour, social skills,
cognition and attendance, and learning disabilities such as auditory,
perceptual and processing problems may eventuate. Teachers may have to
deal with externalizing behaviour (including aggression, anger, difficulty
concentrating on schoolwork, and sexualize behaviour), and internalizing
behaviour (such as anxiety, depression, withdrawal, and post-traumatic stress
disorder). Where a teacher knows a child has been sexually abused, the
relevant behaviour needs to be dealt with sensitively and appropriately.
Where a teacher is developing or has developed a suspicion of sexual abuse,
it is important for the teacher not to investigate the child’s situation, as other
authorities such as police and child welfare agencies have this role. Yet, the
teacher who suspects sexual abuse may have duties additional to
pedagogical and pastoral care roles which flow from legal and professional
ethical responsibilities.

REALIZATION:
Sadly, sexual abuse is prevalent in society and often it is the most
vulnerable people that are commonly victims of abuse. It is a basic human
right for a person to live in a safe environment away from harm or abuse and
they should, in no circumstances, be exploited. Therefore, safeguarding
procedures are a pivotal component to ensuring these individuals are
protected.
 SEXUAL ABUSE OF CHILDREN IN SCHOOLS: THE NEED FOR SOCIAL
WORK INTERVENTION

Child sexual abuse has been considered one of the most serious public
health problems facing society and the young themselves. A sizeable amount
of literature provides evidence that, to a greater or a lesser extent, child abuse
is a historical constant that occurs in all cultures and societies at any level.
Child sexual abuse is therefore not an isolated, sporadic or distant reality, but
rather a complex and universal problem which results from the interaction of
individuals and families, and social and cultural factors. The realization that
child sexual abuse is a common form of maltreatment with significant and
lasting psychological effects in both the short and long term has led to
increasing social and professional interest being shown over the last decade.
It is worth noting that, while there is a paucity of data on positive relations
between students and teachers in the education system, there is also little
documentation of unprofessional relations, especially sexual abuse of
students, by teachers in schools due to the sensitivity of the phenomenon.
The problem of sexual abuse of children by teachers in the education system
is not new worldwide and has not been spared in this regard. Concerns have
been expressed by media, civil society organizations, practitioners, and the
community at large on the plight of these children. The subject thus deserves
attention as it threatens to violate children’s rights. To this end, it is imperative
for all relevant stakeholders to develop context specific strategies to address
this issue. While there is acknowledgment that teacher codes of conduct
forbid them from engaging in unprofessional relations with their students,
these codes have not been explicit in terms of protection of the rights of
children in this regard.

REALIZATION:
Sexual perpetrators do not pick someone with their own size. Children are
their easy target because they are unaware and innocent. Child sexual abuse
often leads to mental health problems like, post traumatic disorders,
depression, or trauma.

CYBERCRIME PREVENTION ACT OF 2012 (R.A 10175)

The Importance of Cybersecurity Education in School

With regard to parents’ efforts to protect their children from cyber threats,
there is no doubt that children, despite their young age, are efficient and
skilled in using their own or their parents’ smartphones. Children are not only
tech savvy, but proficient in using technology. In fact, there are also parents
who give gadgets to their children as rewards for excellence in exams,
birthday presents, and so on. This makes young children vulnerable to abuse
through technology, while they are independently exploring the internet
without boundaries or monitoring. When enjoying the benefits of the internet, it
is important for everyone, whether parents or children, to be aware of
potential risks such as cyberbullying, as well as to take safety precautions, as
children now have internet access at an earlier age. Educators need to
disseminate cybersecurity messages in order to promote responsible online
behaviour. Children’s use of the internet is changing fast, in response to
considerable societal, market and technological innovation. As children’s
frequent engagement with online videos, music, gaming, messaging and
searching implies, their internet use is broadly positive. This explosion of
available information contributes to various risks involving privacy and
security. The authenticity and accuracy of information in this virtual space can
also be disputed. Children need to be equipped to defend themselves and
take responsibility when faced with possible cyber threats. There are
challenges, however, in ensuring teachers are sufficiently trained and up-to-
date in their ability to promote critical understanding rather than restrictive
approaches to cybersafety, as well as guiding students and parents in their
use of the internet at home. The carious challenges schools face in
implementing cybersecurity education include lack of expertise, funding and
resources. Teachers lack knowledge and expertise regarding cyberspace.
Schools and government ministries may lack resources and facilities to
implement cybersecurity education. The speed of technological change
results in new risks, requiring new solutions. Teachers may face problems in
developing their knowledge of the latest technology and thus ensuring
students are safe. This is a major obstacle for teachers, as they lack access
to learning materials and need to be sensitive to technological change. Early
exposure and training for students at schools should be promoted through
cybersecurity symposiums. The people who are exposed to and trained on
cybersecurity are expected to be the country’s future source of cyber defense.

REALIZATION:
In today’s digital age, cyber crime affects all of us directly or indirectly
because as individuals and/or companies, we all have information that is
worth something to cyber criminals. We are living in an increasingly digital
world and it is very important that we educate ourselves about cyber security.
Teacher’s Awareness to Develop Student Cyber Security: A Case Study

The problem of cybersecurity is not limited to Internet users from school

students in the countries, but it is an international issue that affects Internet
users around the world, especially adolescents who do not have sufficient
experience to deal with such an issue. This shift to distance education has
continuously increased the number of internet users in the countries,
especially among school teachers and students, and access to the internet
network and eLearning applications and tools have become available to them.
However, the majority of internet users in general and school students in
particular are not receiving appropriate education regarding the safe use of
the internet, which exposes these students to a number of serious cyber
threats, such as bullying, fraud, sexual harassment, and privacy violation.
Therefore, it is extremely important that all students understand how to use
the internet correctly and safely. Alongside this rapid economic growth,
digitization comes with new risks and weaknesses that could undermine the
progress. The most important of them is the global rise in cybercrime. As most
sectors have moved online, the education sector also did so during the spread
of the COVID-19. Students and their computer systems become attractive
targets for growing professional cadres of cybercriminals.Unfortunately,
policymakers, technicians, and other experts in most sectors, especially the
education sector, have long noted the lack of detailed and reliable information
about threats related to cybercrime in educational institutions.

REALIZATION:

As cyber crime is getting bigger every day and the perpetrators are getting
more sophisticated, we are all vulnerable and the responsibility is on us as
individuals, companies and organisations to strengthen our defences and
reduce the risks by educating ourselves about cyber security. Cyber security
starts with all of us and it is our greatest weapon and best defence against
any cyber attack.

SCIENCE,
TECHNOLOGY

AND SOCIETY

Submitted by:

SENO, BERNALYN O.

BEED IV- A

Submitted to:

Mrs. Sherly Enage