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Responsible Use Policies (RUP) Districts with Internet connectivity and device access also should have policies in place to promote responsible use and protect student privacy. A RUP is a written agreement among parents, students, and school personnel that outlines the terms of responsible use and consequences for misuse. Effective RUPs create an opportunity to teach students, while in school, to become responsible digital citizens, which will help them thrive in a connected world. RUPs traditionally cover topics such as expectations for how students will interact with one another in digital spaces, what resources students may or may not access with district-provided devices and over a school network, as well as standards for academic integrity when using technology for learning. These policies also can outline school and system agreements as to the use of student data and information. Typically, parents acknowledge that their child agrees to basic care and responsibility guidelines, and students sign a contract agreeing to follow rules governing use of the Internet and online conduct. RUPs should be written in plain language that is easily accessible to students, parents, and district personnel. Technology also can assist in the easy translation of these policies into other languages, providing a bridge to communication that otherwise might leave some families disconnected. If policies and procedures for the use of devices are too strict, they often have unintended negative consequences, such as preventing access to legitimate educational resources. For additional information on questions to consider when drafting a RUP, see the the U.S. Department of Education’s Policies for Users of Student Data: A Checklist or the CoSN publication Rethinking Acceptable Use Policies to Enable Learning: A Guide for School Districts. Policies and procedures for device management, teaching responsible use, and safeguarding student privacy should be in place and understood by all members of the community prior to providing Internet access or devices. Future Ready Schools: Building Technology Infrastructure for Learning, offers extensive guidance on how to prepare students to use the Internet, a school-provided or personal device at school, or a school-provided device at home appropriately. In addition to Internet access and device use, with the growing popularity of social media in learning, districts also should consider policies and guidelines for their safe and productive use in schools. Protections for Student Data and Privacy The use of student data is crucial for personalized learning and continuous improvement (see Section 4: Assessment). Acting as the stewards of student data presents educators with several responsibilities. School officials, families, and software developers have to be mindful of how data privacy, confidentiality, and security practices affect students. Schools and districts have an obligation to tell students and families what kind of student data the school or third parties (e.g., online educational service providers) are collecting and how the data can be used. As they plan, schools and other educational institutions should be certain that policies are in place regarding who has access to student data and that students and families understand their rights and responsibilities concerning data collection. These policies should include not only formal adoption processes for online educational services but also informal adoptions such as the downloading of an application to a mobile device and agreeing to clickwraps. A user encounters a clickwrap when asked to click on a button to accept OFFICE OF Educational Technology 74
the provider’s terms of service before using an app or software. With clickwrap agreements, the act of accepting the terms of service enters the developer and the user (in this case, the school or district) into a contractual relationship akin to signing a contract. The U.S. Department of Education offers schools and families examples, training, and other assistance in navigating privacy concerns through the Privacy Technical Assistance Center. This information includes Protecting Student Privacy While Using Online Educational Services: Requirements and Best Practices, Protecting Student Privacy While Using Online Educational Services: Model Terms of Service, and Checklist for Developing School District Privacy Programs. KEY FEDERAL LAWS PROTECTING STUDENT DATA AND PRIVACY The Family Educational Rights and Privacy Act (FERPA) (20 U.S.C. § 1232g; 34 CFR Part 99) is a federal law that affords parents the right to inspect and review their children’s education records, the right to seek to have the education records amended, and the right to have some control over the disclosure of personally identifiable information from the education records. When a student turns 18 or enters a post-secondary education institution at any age, the rights under FERPA transfer to the student. Students to whom FERPA rights have transferred are termed eligible students. FERPA generally requires that parents or eligible students provide prior written consent before schools can share personally identifiable information from a student’s education records, unless an exception applies. For example, when schools and districts use online educational services, they must ensure that FERPA requirements are met. Typically, the FERPA school official exception to consent will apply to schools’ and districts’ use of online educational services. The U.S. Department of Education issued best practice guidance to address questions related to student privacy and the use of online educational technology in the classroom, available at http://ptac.ed.gov/ document/protecting-student-privacy-while-using-online-educational-services. The Protection of Pupil Rights Amendment (PPRA) (20 U.S.C. § 1232h; 34 CFR Part 98) governs the administration to students of a survey, analysis, or evaluation that reveals information concerning one or more of eight protected areas, including, but not limited to, sexual behaviors and attitudes and illegal, anti-social, self-incriminating, and demeaning behavior. PPRA also concerns marketing surveys and other areas of student privacy, parental access to information, and the administration of certain physical examinations to minors. For more information about FERPA and PPRA, visit http://familypolicy.ed.gov/. General questions about FERPA or PPRA may be submitted to the Family Policy Compliance Office by using the Contact Us tab on that website or directly at http:// familypolicy.ed.gov/content/questionscomments. The Children’s Online Privacy Protection Act (COPPA) (15 U.S.C. § 6501–6505) governs online collection of personal information from children under age 13. For example, before a developer can collect any information from a student under 13, verifiable parental consent is required. The FCC, which enforces COPPA, has said that school officials can act in the capacity of a parent to provide consent to sign students up for online educational programs at school. The general guidance is that software companies are allowed to track students within their program, but COPPA prevents them from tracking those students across the Internet. The Children’s Internet Protection Act (CIPA) (47 U.S.C. § 254) imposes several requirements on schools or libraries that receive E-rate discounts for Internet access. Schools and libraries must certify that they have an Internet safety policy that includes technology protection measures. These protection measures must block or filter Internet access to pictures that are obscene, pornographic, or harmful to minors, and schools also must monitor the online activities of minors. Because most schools OFFICE OF Educational Technology 75
Page 1 and 2:
Future Ready Learning Reimagining t
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Powerful Learning Devices 72 High-Q
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Introduction If the technology revo
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To illustrate key ideas and recomme
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Recent Progress and the Road Ahead
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1. Learning Engaging and Empowering
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FOSTERING GROWTH MINDSET: TECHNOLOG
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choice and the use of opportunities
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from pure online learning environme
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5. Technology access when equitable
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Summarizing, Contextualizing, Infer
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as text-to-speech, speech-to-text,
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with multiple devices for research
Page 27 and 28: 1 Bransford, J. D., Brown, A. L., &
Page 29 and 30: 2. Teaching Teaching With Technolog
Page 31 and 32: Educators can design highly engagin
Page 33 and 34: move into deeper and more complex t
Page 35 and 36: PRODUCING STUDENT FILMS WITH ONLINE
Page 37 and 38: to support learning and evaluate th
Page 39 and 40: INCREASING ONLINE PROFESSIONAL LEAR
Page 41 and 42: Recommendations Provide pre-service
Page 43 and 44: 3. Leadership Creating a Culture an
Page 45 and 46: FACILITATING OPEN COMMUNICATION: CH
Page 47 and 48: LEADING BY EXAMPLE: VAN HENRI WHITE
Page 49 and 50: Budgeting and Funding for Technolog
Page 51 and 52: CREATIVE FUNDING SOLUTIONS: EDGECOM
Page 53 and 54: Recommendations Establish clear str
Page 55 and 56: 4. Assessment Measuring for Learnin
Page 57 and 58: As technology gives us the capabili
Page 59 and 60: Enable Enhanced Question Types Tech
Page 61 and 62: Increase Accessibility Advances in
Page 63 and 64: • The assessments embedded in the
Page 65 and 66: PUTTING LEARNING ON DISPLAY: SUMMIT
Page 67 and 68: Recommendations Revise practices, p
Page 69 and 70: 5. Infrastructure Enabling Access a
Page 71 and 72: SETTING FUTURE GOALS: GUIDANCE ON A
Page 73 and 74: Internet connectivity. Although unp
Page 75 and 76: One district, Broken Bow School Dis
Page 77: learning content is an important co
Page 81 and 82: One common format for Web services
Page 83 and 84: 1 Council of Economic Advisers Issu
Page 85 and 86: with technology. This will require
Page 87 and 88: Section 2: Teaching Provide pre-ser
Page 89 and 90: premise of feedback and conversatio
Page 91 and 92: Appendix A Future Ready Resources A
Page 93 and 94: Croft, A., Coggshall, J. G., Dolan,
Page 95 and 96: International Society for Technolog
Page 97 and 98: Penuel, W. R. (2006). Implementatio
Page 99 and 100: Appendix B Acknowledgments Project
Page 101 and 102: Dan Domenech Executive Director, Am
Page 103 and 104: Appendix C The Development of the 2
Page 105 and 106: OFFICE OF Educational Technology 10
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