Picking good passwords is a cornerstone of computer security. Yet already since the early days (e.g. The Stockings Were Hung by the Chimney with Care from 1973; we have also borrowed our title from the 1995 movie Hackers), insecure passwords have been a major liability. Ordinary users want simple and fast solutions -they either choose a trivial (to remember and to guess) password, or pick a good one, write it down and stick the paper under the mouse pad, inside the pocket book or to the monitor. They are also prone to reflecting their personal preferences in their password choices, providing telling hints online and giving them out on just a simple social engineering attack. Kevin Mitnick has said that security is not a product that can be purchased off the shelf, but consists of policies, people, processes, and technology. This applies fully to password security as well. We studied several different groups (students, educators, ICT specialists etc -more than 300 people in total) and their password usage. The methods included password practices survey, password training sessions, discussions and also simulated social engineering attacks (the victims were informed immediately about their mistakes).We suggest that password training should be adjusted for different focus groups. For example, we found that schoolchildren tend to grasp new concepts faster -often, a simple explanation is enough to improve the password remarkably. Thus, we would stress the people and process aspects of the Mitnick formula mentioned above.At the same time, many officials and specialists tend to react to password training with dismissal and scorn (our study suggests that 'you cannot guess my password' is an alarmingly common mindset). Examples like 'admin', 'Password', '123456' etc have occurred even at qualified security professionals, more so at educators. Yet, as Estonia is increasingly relying on the E-School system, these passwords are becoming a prime target. Therefore, for most adult users we suggest putting the emphasis on policy and technology aspects (strict, software-enforced lower limits of acceptable password length, character variability checks, but also clearly written rulesets etc).
Abstract. This paper is based on a survey that addresses two main hypothesesthat there is a positive correlation between students' level of participation and their privacy awareness, and students with high levels of privacy awareness need to be assured that their open learning activities are protected from potential threats in order to achieve positive results. Results show that in fact there is a correlation between students' awareness of privacy and their predisposition to share and to participate in open leaning contexts. This is especially evident when students share their school assignments, grading results and teacher's feedback or even their comments with others.
Abstract. This study represents findings from three continents (Asia, Africa and South America) regarding usage of ICT in six rural schools. Our goal was to analyze the current situation regarding digital technologies in these environments, describe similarities and differences relating to the digital divide, and provide a roadmap that could improve teaching and learning, maximizing the use of existing resources. Our case study was carried out with the help of innovative teachers who are supportive of technology integration in teaching, but have less options to utilize this knowledge in their classrooms because of various barriers. Our results show challenges, but also opportunities to embrace new ways of teaching; ways that might allow digital technologies to be employed in innovative ways to encourage student learning and community growth. Our study is based on participating teachers' understanding of the issues and challenges within these countries and areas, relating to schooling.Keywords: Digital divide Á Technology enhanced learning Á Usage of ICT in rural areas Á Classroom culture Á Curricula challenges Á Teacher education Context for the International Integration of Digital Technologies in Education: Inequities in Rural EnvironmentsOne of the most important goals in the world is to adequately educate every person. The existence of the digital divide expands the challenge inside the country and also between countries [7] relating to equity in educational experiences. Modern countries are moving in the direction of e-governance and are starting to provide services that are available from a distance, but lack of resources and knowledge in rural areas make it impossible to develop access information and services, even when new resources are developed and installed on a daily basis [9]. Access to learning is rapidly changing because of the presence of digital technologies; these technological innovations are beginning to change the way teachers work. On the one hand, leadership is distributed,
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