Privacy and security considerations for digital technology use in elementary schools

Priya C. Kumar, Marshini Chetty, Tamara L. Clegg, Jessica Vitak

Research output: Chapter in Book/Report/Conference proceedingConference contribution

13 Scopus citations


Elementary school educators increasingly use digital technologies to teach students, manage classrooms, and complete everyday tasks. Prior work has considered the educational and pedagogical implications of technology use, but little research has examined how educators consider privacy and security in relation to classroom technology use. To better understand what privacy and security mean to elementary school educators, we conducted nine focus groups with 25 educators across three metropolitan regions in the northeast U.S. Our findings suggest that technology use is an integral part of elementary school classrooms, that educators consider digital privacy and security through the lens of curricular and classroom management goals, and that lessons to teach children about digital privacy and security are rare. Using Bronfenbrenner’s ecological systems theory, we identify design opportunities to help educators integrate privacy and security into decisions about digital technology use and to help children learn about digital privacy and security.

Original languageEnglish (US)
Title of host publicationCHI 2019 - Proceedings of the 2019 CHI Conference on Human Factors in Computing Systems
PublisherAssociation for Computing Machinery
ISBN (Electronic)9781450359702
StatePublished - May 2 2019
Event2019 CHI Conference on Human Factors in Computing Systems, CHI 2019 - Glasgow, United Kingdom
Duration: May 4 2019May 9 2019

Publication series

NameConference on Human Factors in Computing Systems - Proceedings


Conference2019 CHI Conference on Human Factors in Computing Systems, CHI 2019
Country/TerritoryUnited Kingdom

All Science Journal Classification (ASJC) codes

  • Software
  • Human-Computer Interaction
  • Computer Graphics and Computer-Aided Design

Cite this