ABSTRACT

In wealthy countries such as Australia, learning and teaching practices in schools have become increasingly digitised as educational technology (EdTech) initiatives gather momentum. This digitisation inevitably involves rendering many dimensions of students’ bodies, activities and practices into digital data formats across learning areas: including health and physical education (HPE). These data can be used by schools and third parties to conduct surveillance of students’ bodies and learning. This article draws on findings from a project involving interviews with HPE teachers in a diverse array of schools located in eastern Australia about the ways they were using digital technologies for pedagogical purposes. The interviews included questions concerning to what extent the teachers were aware of personal data security and privacy issues related to their students. While the use of datafication technologies such as apps and wearable devices for HPE teaching was common among our participants, for the most part, these teachers were not considering issues such as who could gain access to students’ personal information and how these data might be breached or exploited by third parties. These findings are discussed within the broader contexts of young people’s personal data privacy rights and schools’ role in protecting students’ information.

摘要

在澳大利亚等富裕国家，随着教育技术 (EdTech) 计划的发展势头强劲，学校的学习和教学实践变得越来越数字化。这种数字化不可避免地涉及将学生身体、活动和实践的许多方面转化为跨学习领域的数字数据格式：包括健康和体育 (HPE)。学校和第三方可以使用这些数据对学生的身体和学习进行监控。本文借鉴了一个项目的调查结果，该项目涉及对澳大利亚东部多所学校的 HPE 教师进行访谈，了解他们将数字技术用于教学目的的方式。访谈包括有关教师在多大程度上了解与学生有关的个人数据安全和隐私问题的问题。虽然在我们的参与者中，将应用程序和可穿戴设备等数据化技术用于 HPE 教学的情况很常见，但在大多数情况下，这些教师并未考虑诸如谁可以访问学生的个人信息以及这些数据可能如何被泄露等问题或被第三方利用。这些发现在年轻人的个人数据隐私权和学校在保护学生信息方面的作用等更广泛的背景下进行了讨论。这些教师没有考虑诸如谁可以访问学生的个人信息以及这些数据可能如何被第三方破坏或利用等问题。这些发现在年轻人的个人数据隐私权和学校在保护学生信息方面的作用等更广泛的背景下进行了讨论。这些教师没有考虑诸如谁可以访问学生的个人信息以及这些数据可能会如何被第三方破坏或利用等问题。这些发现在年轻人的个人数据隐私权和学校在保护学生信息方面的作用等更广泛的背景下进行了讨论。