Regardless of the technological changes brought about by the pandemic, new technologies have long been present in the educational landscape; in fact, they have been put to very good use, demonstrating their usefulness, necessity, and unique value in preparing students to exercise their citizenship and navigate their personal and professional lives in the information society. However, discussions about the risks associated with these technologies are also nothing new; these risks can compromise everything from personal information to the physical safety of those exposed to them. For this reason, we must always be mindful of behaviors that ensure online safety.

Certainly, the use of new technologies in the educational process is a necessary and very welcome reality. After all, while physical books have not lost their charm, they are gradually giving way to e-books. Course materials—and even classes themselves—are being replaced by interactive content, such as video lessons, podcasts, and e-learning. Not to mention the interaction among students, teachers, and the community on social media platforms such as WhatsApp, Facebook, Instagram, and YouTube; in online games, which are capable not only of entertaining but also of teaching and fostering inclusion; and in assistive technologies, which are essential to the process of inclusion and accessibility, overcoming physical and cognitive barriers¹;

But while, on the one hand, everything that technology offers is fascinating, on the other, there are serious risks—not only for students but also for schools, teachers, and other parties involved—such as: reputational risk, including negative exposure on social media; cyberbullying; breaches of confidentiality; information leaks; access to content inappropriate for a student’s age or environment, as well as exposure to malicious individuals; cyberattacks, which can prevent the use of devices and information, lead to extortion or blackmail, or even compromise access to personal and professional accounts on various installed apps—including banking apps—among many other risks.  

How can we strike a balance? We believe that risk prevention and management are the best solution, and in this case, that includes discipline, education, and safety, starting first and foremost with the school itself. We recommend that schools, when considering the implementation of new technologies in their educational routine, take into account—from the very beginning and throughout the entire process—the crucial need to implement the technical, contractual, and administrative measures necessary to ensure everyone’s safety, while weighing the risks mentioned above.

Among these measures, we highlight: information security, privacy, and personal data protection policies—including access control, backups, and encryption; a code of conduct; and updates to contracts and operating systems. But that’s not all, because just as there’s no point in having a highly secure, high-tech car if the driver doesn’t know how to drive, there’s no point in having standards and technological systems if people aren’t trained to conduct their daily activities safely—not only in a preventive sense, but also in a reactive one.

For this reason, too, it is essential to invest in the human factor—the primary source of vulnerability—by providing digital education and training to students, staff, parents, and, if possible, the community. Because, strictly speaking, the success of the implementation, maintenance, and effectiveness of the other measures is based precisely on human behavior².

 

Learn more about the author:

 

Alessandra Borelli is an attorney, partner, and CEO of Opice Blum Academy. At Bett Brasil 2022, Borelli will speak on “Behaviors That Ensure Online Safety.” Check out the talk here.

 

 

Did you like this content? Share it on your social media:

 

 

 

 

 

¹ LORENSI, Vanise Mello. Accessibility and Assistive Technology: Enabling Inclusion in Distance Education. 1st Luso-Brazilian Seminar on Assisted Education. Available at https://editora.pucrs.br/anais/i-seminario-luso-brasileiro-de-educacao-inclusiva/assets/artigos/eixo-8/completo-5.pdf (Accessed Mar. 2022).

² ALCOFORADO, Acilégna Cristina Duarte Guedes; et al. Human Factor Behaviors: The Foundation of Information Security. Available at: https://periodicos.ufmg.br (Accessed March 2022).