Online Data Privacy as a Children's Media Right: Toward Global Policy Principles

Brown, Duncan H.; Pecora, Norma

doi:10.1080/17482798.2014.893756

Cited by 15 publications

(17 citation statements)

References 3 publications

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“…In fact, dealing with K-12 virtual education brings much stricter security implications, starting from the Children's Online Privacy Protection Act (COPPA) to a number of related privacy regulations addressing the risks of abuse towards kids (see for instance previous studies [108][109][110][111] ). Such a system would also nicely allow to have a growing open repository of educational scenarios for big data learning, submitted by educators all around the world.…”

Section: Miscellaneousmentioning

confidence: 99%

“…However, one important aspect to take into account when passing from a controlled network environment (like a school one) to an open Web server is the privacy one. In fact, dealing with K‐12 virtual education brings much stricter security implications, starting from the Children's Online Privacy Protection Act (COPPA) to a number of related privacy regulations addressing the risks of abuse towards kids (see for instance previous studies).…”

Section: Evolution Roadmapmentioning

confidence: 99%

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Learning the way to the cloud: Big Data Park

Marchiori

2017

Concurrency and Computation

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Big data and cloud systems are two crucial components of modern computing, but they are also a challenge to learn, as they change the basic assumptions of computing, and as such the mental habits that are proper of classical computing teaching. In other words, beyond a technical revolution, we first and foremost are in the presence of a mental revolution. For this reason, we think it is essential to help students to change their mental habits as early as possible and become familiar with at least the basic notions of distributed storage and cloud computing. In this paper, we introduce the Big Data Park system, which has been developed with an ambitious task in mind: gently introduce K-12 kids to the basics of big data and cloud computing, helping them to be part of this revolution. We report on the creation of the system, the challenges, and also the impact on higher K-18 education. The results, extensively tested in the field with a wide variety of kids and children, have been extremely successful, thanks also to advanced educational techniques like gamification.Moreover, the development and testing of the project have also provided valuable insights for the general problem of education of big data computing. INTRODUCTIONBig data and cloud computing are rapidly becoming an essential part of our technology infrastructure: In fact, their wide adoption has been seen as quite an epochal revolution, a new form of mind passing from single-machines computation to fully distributed computation and storage. This paradigm shift is so important also because it is to some extent counter-intuitive to the basic notions of programming that are classically learned around the world. When students are first introduced to big data programming, they often experience an initial resistance, given the educational background that limits their thinking flexibility.It is for these reasons that we have started the development of an online educational tool for big data and cloud computing. Computer-assisted tools can greatly help students and are a field in continuous expansion, given the great benefits they can provide in the educational paths (see for instance other works 1-6 ). However, building a successful educational tool is a rather challenging task, also because its success critically depends on the age of the subjects. The goal of the system that we have built, named Big Data Park (an improvement of the system first described in Marchiori 7 ), is to be able to educate students even from their very early stages: More specifically, covering the full spectrum of K-12 education. We feel this is a crucial step, in order to start shaping the minds of the kids already at their very early stage, therefore freeing their minds and allowing them to understand as early as possible the big changes in thought that are part of the big data and cloud computing revolution. Complementary, we also tried to build up a system that was general enough not to be used by K-12 kids, but possibly also useful in higher education, more specifically even at K-...

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Section: Miscellaneousmentioning

confidence: 99%

Section: Evolution Roadmapmentioning

confidence: 99%

Learning the way to the cloud: Big Data Park

Marchiori

2017

Concurrency and Computation

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“…Through the use of techniques such as bulk interception, the Internet traffic transiting fibre-optic cables that land in a specific country is monitored, and huge amounts of data -including personal data pertaining to children -are collected and analysed. On the one hand, the web provides new tools that allow children to investigate the world around them; on the other, it opens new avenues for governments and companies "to track, store, and analyse children's actions with a level of detail previously unattainable" (Brown and Pecora, 2014).…”

Section: Online Surveillancementioning

confidence: 99%

“…■ Business models pursued by OSPs, and regulatory frameworks applicable to them, should include "transparency in methods of data collection and clear explanations of how the resulting data will be used" (Brown and Pecora, 2014). They should also be adapted to meet children's information needs and understanding.…”

Section: Conclusion and Policy Recommendations: Why And How To Addrementioning

confidence: 99%

Child Privacy in the Age of Web 2.0 and 3.0

Cunha¹

2017

Innocenti Discussion Papers

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The Office of Research-Innocenti is UNICEF's dedicated research centre. It undertakes research on emerging or current issues in order to inform the strategic directions, policies and programmes of UNICEF and its partners, shape global debates on child rights and development, and inform the global research and policy agenda for all children, and particularly for the most vulnerable. Publications produced by the Office are contributions to a global debate on children and may not necessarily reflect UNICEF policies or approaches. The views expressed are those of the authors. The Office of Research-Innocenti receives financial support from the Government of Italy, while funding for specific projects is also provided by other governments, international institutions and private sources, including UNICEF National Committees. For further information and to download or order this and other publications, please visit the website at: www.unicef-irc.org. INNOCENTI DISCUSSION PAPERS Discussion Papers are signed pieces by experts and researchers on current topics in social and economic policy and the realization of children's rights. The aim is to encourage reflection and stimulate wide-ranging discussion.

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“…Another study, using Health Behaviour in School-aged Children (HBSC) data across nine countries, showed that 11-15 year olds who communicated more through electronic media reported higher life satisfaction. However, above a certain threshold this relationship became negative (Boniel-Nissim et al, 2015[72])…”

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confidence: 99%

New technologies and 21st century children

2018

OECD Education Working Papers

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NEW TECHNOLOGIES AND 21ST CENTURY CHILDREN: RECENT TRENDS AND OUTCOMES Unclassified OECD EDUCATION WORKING PAPERS SERIES OECD Working Papers should not be reported as representing the official views of the OECD or of its member countries. The opinions expressed and arguments employed herein are those of the author(s). Working Papers describe preliminary results or research in progress by the author(s) and are published to stimulate discussion on a broad range of issues on which the OECD works. Comments on Working Papers are welcome, and may be sent to the Directorate for Education and Skills, OECD,

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Online Data Privacy as a Children's Media Right: Toward Global Policy Principles

Cited by 15 publications

References 3 publications

Learning the way to the cloud: Big Data Park

Learning the way to the cloud: Big Data Park

Child Privacy in the Age of Web 2.0 and 3.0

New technologies and 21st century children

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