Teachers’ Perspective on the Implementation of GDPR in Schools – A Design-Oriented Case Study

Emanuela Marchetti, Andrea Valente, Claus Witfelt, Daniel Amo-Filva, Alicia Garcia-Holgado, Lucia Garcia-Holgado, Elisabetta Vidotto, Maria Elena Garzotto, Francisco José García-Peñalvo, David Fonseca Escudero, Tihomir Orehovacki, Marjan Krasna, Igor Pesek, Ivana Ruzic, Karim Elia Fraoua, Fernando Moreira

Producció científica: Capítol de llibreContribució a congrés/conferènciaAvaluat per experts

Resum

In this paper, we are interested in investigating how the introduction of GDPR has affected the teachers, with respect to how the new rules have altered their practices, which issues or challenges they have experienced, and which strategies they have developed to overcome such issues. Proceeding from an ecological perspective, we look at schools as complex ecologies, in which every change, happening at various scales and involvement levels, affects each actor in specific ways and at different degrees, altering their practices and mutual relations. Activity theory is also used, as a critical lens to look at teachers’ practices that have been disrupted by the increasing digitalization of schools. In our data collection, we adopted a user-centered design methodology, supported by ethnomethodology and co-design workshops in situ and online. According to our data teachers are experiencing pressure with respect to three main aspects: educating themselves and their students about GDPR and use of Social Media (SoMe) platforms, which are designed to facilitate data sharing on a global scale; how to handle students’ data avoiding leaks or potential conflicts, and finally the expansion of the boundaries of the school ecology. This last aspect appears of critical relevance, as the increasing digitalization of education and the spread use of SoMe platforms, has compromised the locality of the school as an ecology, leading to increasing uncertainty and lack of overview on the actions undertaken by its actors.

Idioma originalAnglès
Títol de la publicacióLearning and Collaboration Technologies - 11th International Conference, LCT 2024, Held as Part of the 26th HCI International Conference, HCII 2024, Proceedings
EditorsPanayiotis Zaphiris, Andri Ioannou, Andri Ioannou
EditorSpringer Science and Business Media Deutschland GmbH
Pàgines182-199
Nombre de pàgines18
ISBN (imprès)9783031616846
DOIs
Estat de la publicacióPublicada - 2024
Esdeveniment11th International Conference on Learning and Collaboration Technologies, LCT 2024, held as part of the 26th HCI International Conference, HCII 2024 - Washington, United States
Durada: 29 de juny 20244 de jul. 2024

Sèrie de publicacions

NomLecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)
Volum14723 LNCS
ISSN (imprès)0302-9743
ISSN (electrònic)1611-3349

Conferència

Conferència11th International Conference on Learning and Collaboration Technologies, LCT 2024, held as part of the 26th HCI International Conference, HCII 2024
País/TerritoriUnited States
CiutatWashington
Període29/06/244/07/24

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