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 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,
IntroductionTelepresence robots (TPRs) are the subject of an emerging field of application and research that has recently received attention from various disciplines. Most of the relevant research has been done in computer science, while the interest from psychology and education has been relatively modest. Proximity plays an important role in personal interactions. Although human spatial behavior has been widely studied in social psychology, little attention has been paid to the spatial behavior of humans and TPRs.MethodsThe purpose of this paper is to present the results of a pilot study that investigated a certain aspect of spatial behavior – physical proximity or interpersonal distance – based on four social zones of interpersonal distance that characterize Western culture: intimate, personal, social, and public. The study conducted an experiment involving participants both in person and via TPRs, using the Double 3 TPRs in various simulated situations.ResultsAccording to the findings, when interacting with a TPR, most participants maintained a communication distance of 60 to 160 cm, which is the borderline between personal and social distance, quite similar to normal human-to-human social communication. Status and previous relationship did not play any role in the choice of communication distance, but there were significant gender differences. On average, male participants chose a shorter distance to interact with TPRs compared to female participants. Persons with previous computer gaming experience chose a significantly shorter communication distance compared to persons with no such experience. A little more than half of the participants found the method of communication through TPRs to be pleasant.DiscussionTPR mediated persons might be perceived as “real” when communicating with physically present persons, with similar norms applied as in human-to-human social interactions. Especially in the context of classroom communication, people keep communication distances comparable to far personal or close social distances. These findings suggest that implementation of TPRs in education does not put additional requirements for physical space in classroom.
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