Data privacy in Educational Technology: findings of a scoping review
DOI:
https://doi.org/10.21556/edutec.2023.83.2701Keywords:
scoping review, data privacy, datafication, learning analytics, artificial intelligence in educationAbstract
Data privacy in the use of technology in education is an ethical issue of growing interest. The phenomenon known as datafication has been advantaged by the use of learning analytics and artificial intelligence systems, which allow for the collection and analysis of large amounts of data. While this is an area of concern, there is still little research. The aim of this study is to analyse the literature dealing with this ethical aspect from its basic characteristics to the main issues addressed, with the intention of being able to identify gaps in the literature and lines of work already developed. Through a previous scoping literature review on ethical issues in educational technology with 99 studies, 42 publications that focused on the issue of data privacy were identified. The majority of papers are theoretical in nature and focused on students in higher education. Some papers propose recommendations without specifying working strategies, which contributes to the rather superficial consideration of the topic. As future lines of action, it is proposed to focus on these work strategies, also considering all educational levels.
Funding
MCIN/AEI/ 10.13039/501100011033
FSE "El FSE invierte en tu futuro"
Downloads
References
Alier, M., Casañ Guerrero, M. J., Amo, D., Severance, C., y Fonseca, D. (2021). Privacy and e-learning: A pending task. Sustainability, 13(16), 9206. https://doi.org/10.3390/su13169206
Andrejevic, M., y Selwyn, N. (2020). Facial recognition technology in schools: Critical questions and concerns. Learning, Media and Technology, 45(2), 115-128. https://doi.org/10.1080/17439884.2020.1686014
Bond, M. (2021). Schools and emergency remote education during the COVID-19 pandemic: A living rapid systematic review. Asian Journal of Distance Education, 15(2), 191-247. http://www.asianjde.com/ojs/index.php/AsianJDE/article/view/517
Bozkurt, A., Jung, I., Xiao, J., Vladimirschi, V., Schuwer, R., Egorov, G., Lambert, S. R., Al-Freih, M., Pete, J., Olcott, D., Rodes, V., Aranciaga, I., Alvarez, A. V., Roberts, J., Pazurek, A., Raffaghelli, J. E., de Coëtlogon, P., Shahadu, S., Brown, M., … Mano, M. (2020). A global outlook to the interruption of education due to COVID-19 Pandemic: Navigating in a time of uncertainty and crisis. Asian Journal of Distance Education, 15(1), 126. https://doi.org/10.5281/zenodo.3778083
Buckingham Shum, S. J., y Luckin, R. (2019). Learning analytics and AI: Politics, pedagogy and practices. British Journal of Educational Technology, 50(6), 2785-2793. https://doi.org/10.1111/bjet.12880
Carrera Farran, F. X., González Martínez, J., y Coiduras Rodríguez, J. L. (2016). Ética e investigación en Tecnología Educativa: Necesidad, oportunidades y retos. Revista Interuniversitaria de Investigación en Tecnología Educativa. https://doi.org/10.6018/riite2016/261081
Castañeda, L., y Selwyn, N. (2018). More than tools? Making sense of the ongoing digitizations of higher education. International Journal of Educational Technology in Higher Education, 15(1), 22, s41239-018-0109-y. https://doi.org/10.1186/s41239-018-0109-y
Cobo, C. (2019). Acepto las Condiciones: Usos y abusos de las tecnologías digitales. Fundación Santillana.
Correa Gorospe, J. M., Losada Iglesias, D., y Barragán Gutiérrez-Cabello, A. (2021). Big Data y la alfabetización posthumana del futuro profesorado. Sociología y tecnociencia: Revista digital de sociología del sistema tecnocientífico, 11(2), 102-122. https://revistas.uva.es/index.php/sociotecno/article/view/5630
Cukier, K., y Mayer-Schoenberger, V. (2013). The Rise of Big Data: How It's Changing the Way We Think About the World. Foreign Affairs, 92(3), 28-40. https://www.foreignaffairs.com/articles/2013-04-03/rise-big-data
Daniel, B. (2015). Big Data and analytics in higher education: Opportunities and challenges: The Value of Big Data in Higher Education. British Journal of Educational Technology, 46(5), 904-920. https://doi.org/10.1111/bjet.12230
Decuypere, M. (2020). Visual Network Analysis: A qualitative method for researching sociomaterial practice. Qualitative Research, 20(1), 73-90. https://doi.org/10.1177/1468794118816613
Demir, E. B. K., y Demir, K. (2017). Enhancing learning with wearable technologies in and out of educational settings. En S. Nihat Åžad & M. Ebner (Eds.), Digital tools for seamless learning (pp. 119-144). IGI Global. https://doi.org/10.4018/978-1-5225-1692-7.ch006
Dyson, L. E., Wishart, J., y Andrews, T. (2017). Ethical issues surrounding the adoption of mobile learning in the Asia-pacific region. Education in the Asia-Pacific Region, 40, 45-65. https://doi.org/10.1007/978-981-10-4944-6_3
Hodges, C., Moore, S., Lockee, B., Trust, T., y Bond, A. (2020). The Difference Between Emergency Remote Teaching and Online Learning. EDUCAUSE Review, 27. https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning
Holmes, W., Porayska-Pomsta, K., Holstein, K., Sutherland, E., Baker, T., Shum, S. B., Santos, O. C., Rodrigo, M. T., Cukurova, M., Bittencourt, I. I., & Koedinger, K. R. (2021). Ethics of AI in Education: Towards a Community-Wide Framework. International Journal of Artificial Intelligence in Education. https://doi.org/10.1007/s40593-021-00239-1
Kimmons, R., y Rosenberg, J. M. (2022). Trends and Topics in Educational Technology, 2022 Edition. TechTrends, 66(2), 134-140. https://doi.org/10.1007/s11528-022-00713-0
Kühn Hildebrandt, C. (2019). Whose interest is educational technology serving? Who is included and who is excluded? RIED. Revista Iberoamericana de Educación a Distancia, 22(1), 207. https://doi.org/10.5944/ried.22.1.22293
Lucey, T. A., y Grant, M. M. (2009). Ethical issues in instructional technology: An exploratory framework. Multicultural Education and Technology Journal, 3(3), 196-212. https://doi.org/10.1108/17504970910984871
Manca, S., Caviglione, L., y Raffaghelli, J. E. (2016). Big data for social media learning analytics: Potentials and challenges. Journal of E-Learning and Knowledge Society, Vol 12, Cognitive Computing and Innovative Teaching Models. https://doi.org/10.20368/1971-8829/1139
Marín, V. I. (2022). Student-centred Learning in Higher Education in Times of COVID-19: A Critical Analysis. Studies in Technology Enhanced Learning, 2(1), 1-32. https://doi.org/10.21428/8c225f6e.be17c279
Marín, V. I., Carpenter, J. P., y Tur, G. (2021). Pre‐service teachers' perceptions of social media data privacy policies. British Journal of Educational Technology, 52(2), 519-535. https://doi.org/10.1111/bjet.13035
Marín, V. I., Carpenter, J. P., Tur, G., y Williamson-Leadley, S. (2022). Social media and data privacy in education: An international comparative study of perceptions among pre-service teachers. Journal of Computers in Education. https://doi.org/10.1007/s40692-022-00243-x
Marín, V. I., y Tur, G. (2022). Ethics Issues in Blended, Online and Distance Education. Innovating in Higher Education (I-HE2022). Athens, Greece.
Marín, V. I., y Tur, G. (en revisión). Ethical Issues in Educational Technology. Towards an Ethically Aware Practice?: a Scoping Review.
OECD. (2021). OECD Digital Education Outlook 2021: Pushing the Frontiers with Artificial Intelligence, Blockchain and Robots. OECD. https://doi.org/10.1787/589b283f-en
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., … Moher, D. (2021). Declaración PRISMA 2020: Una guía actualizada para la publicación de revisiones sistemáticas. Revista Española de Cardiología, 74(9), 790-799. https://doi.org/10.1016/j.recesp.2021.06.016
Pangrazio, L., y Selwyn, N. (2019). 'Personal data literacies': A critical literacies approach to enhancing understandings of personal digital data. New Media & Society, 21(2), 419-437. https://doi.org/10.1177/1461444818799523
Perrotta, C., y Williamson, B. (2018). The social life of Learning Analytics: Cluster analysis and the 'performance' of algorithmic education. Learning, Media and Technology, 43(1), 3-16. https://doi.org/10.1080/17439884.2016.1182927
Prinsloo, P., y Slade, S. (2016). Student Vulnerability, Agency and Learning Analytics: An Exploration. Journal of Learning Analytics, 3(1). https://doi.org/10.18608/jla.2016.31.10
Redecker, C., y Punie, Y. (2017). European Framework for the Digital Competence of Educators: DigCompEdu. Publications Office of the European Union. http://dx.doi.org/10.2760/178382
Stewart, W. H. (2021). A global crash-course in teaching and learning online: A thematic review of empirical Emergency Remote Teaching (ERT) studies in higher education during Year 1 of COVID-19. Open Praxis, 13(1), 89. https://doi.org/10.5944/openpraxis.13.1.1177
Thomas, J., Graziosi, S., Brunton, J., Ghouze, Z., O'Driscoll, P., y Bond, M. (2020). EPPI-Reviewer: Advanced software for systematic reviews, maps and evidence synthesis. EPPI-Centre Software, UCL Social Research Institute.
Torres-Hernández, N., y Gallego-Arrufat, M.-J. (2023). Pre-service teachers' perceptions of data protection in primary education. Contemporary Educational Technology, 15(1), ep399. https://doi.org/10.30935/cedtech/12658
van Eck, N. J., y Waltman, L. (2010). Software survey: VOSviewer, a computer program for bibliometric mapping. Scientometrics, 84(2), 523-538. https://doi.org/10.1007/s11192-009-0146-3
Vartiainen, H., Pellas, L., Kahila, J., Valtonen, T., y Tedre, M. (2022). Pre-service teachers' insights on data agency. New Media & Society, 146144482210796. https://doi.org/10.1177/14614448221079626
Vázquez-Cano, E., y Pascual -Moscoso, C. (2022). Protección de datos y uso ético de la tecnología para una didáctica sostenible. Revista Electrónica Interuniversitaria de Formación del Profesorado, 25(3), 95-110. https://doi.org/10.6018/reifop.529831
Williamson, B., Eynon, R., y Potter, J. (2020). Pandemic politics, pedagogies and practices: Digital technologies and distance education during the coronavirus emergency. Learning, Media and Technology, 45(2), 107-114. https://doi.org/10.1080/17439884.2020.1761641
Zawacki-Richter, O., Marín, V. I., Bond, M., y Gouverneur, F. (2019). Systematic review of research on artificial intelligence applications in higher education – where are the educators? International Journal of Educational Technology in Higher Education, 16(1), 39. https://doi.org/10.1186/s41239-019-0171-0
Downloads
Published
How to Cite
Issue
Section
License
By submitting the paper, the authors assign the publication rights to the journal Edutec. For its part, Edutec authorises its distribution as long as its content is not altered and its origin is indicated. At the end of each article published in Edutec, the citation procedure is indicated.
The management and editorial board of Edutec Revista Electrónica de Tecnología Educativa do not accept any responsibility for the statements and ideas expressed by the authors in their work.
Translated with www.DeepL.com/Translator (free version)