{"title":"与Aula合作:教师如何应对隐私的不确定性","authors":"R. Jørgensen, Bjarki Valtysson, Jesper Pagh","doi":"10.1080/01972243.2023.2210543","DOIUrl":null,"url":null,"abstract":"Abstract Aula is a mandatory public school platform in Denmark with more than two million users. The idea behind Aula was to provide a shared space for communication and cooperation around children, both within the school/municipality setting and between teachers and parents, while adhering to the requirements of EU’s General Data Protection Regulation. In this article we examine the incorporation of Aula in the daily practices of teachers, especially as they relate to children’s privacy and data protection. Based on qualitative interviews with nine teachers and four experts, and drawing on practice theory, platform theory, and theories on children’s privacy, we find that Aula – despite the intentions behind it – fails to support the complex nature of teachers’ work practices and, therefore, to provide a solid data protection framework for the children. As such, the teachers mainly view the platform as being conducive to their non-sensitive communication with parents and deploy a range of other digital tools to support, for instance, cooperation with colleagues. Consequently, gaps in children’s privacy and data protection arise.","PeriodicalId":51481,"journal":{"name":"Information Society","volume":null,"pages":null},"PeriodicalIF":3.0000,"publicationDate":"2023-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"Working with Aula: How teachers navigate privacy uncertainties\",\"authors\":\"R. Jørgensen, Bjarki Valtysson, Jesper Pagh\",\"doi\":\"10.1080/01972243.2023.2210543\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Abstract Aula is a mandatory public school platform in Denmark with more than two million users. The idea behind Aula was to provide a shared space for communication and cooperation around children, both within the school/municipality setting and between teachers and parents, while adhering to the requirements of EU’s General Data Protection Regulation. In this article we examine the incorporation of Aula in the daily practices of teachers, especially as they relate to children’s privacy and data protection. Based on qualitative interviews with nine teachers and four experts, and drawing on practice theory, platform theory, and theories on children’s privacy, we find that Aula – despite the intentions behind it – fails to support the complex nature of teachers’ work practices and, therefore, to provide a solid data protection framework for the children. As such, the teachers mainly view the platform as being conducive to their non-sensitive communication with parents and deploy a range of other digital tools to support, for instance, cooperation with colleagues. Consequently, gaps in children’s privacy and data protection arise.\",\"PeriodicalId\":51481,\"journal\":{\"name\":\"Information Society\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":3.0000,\"publicationDate\":\"2023-05-11\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Information Society\",\"FirstCategoryId\":\"91\",\"ListUrlMain\":\"https://doi.org/10.1080/01972243.2023.2210543\",\"RegionNum\":3,\"RegionCategory\":\"管理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"COMMUNICATION\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Information Society","FirstCategoryId":"91","ListUrlMain":"https://doi.org/10.1080/01972243.2023.2210543","RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"COMMUNICATION","Score":null,"Total":0}
Working with Aula: How teachers navigate privacy uncertainties
Abstract Aula is a mandatory public school platform in Denmark with more than two million users. The idea behind Aula was to provide a shared space for communication and cooperation around children, both within the school/municipality setting and between teachers and parents, while adhering to the requirements of EU’s General Data Protection Regulation. In this article we examine the incorporation of Aula in the daily practices of teachers, especially as they relate to children’s privacy and data protection. Based on qualitative interviews with nine teachers and four experts, and drawing on practice theory, platform theory, and theories on children’s privacy, we find that Aula – despite the intentions behind it – fails to support the complex nature of teachers’ work practices and, therefore, to provide a solid data protection framework for the children. As such, the teachers mainly view the platform as being conducive to their non-sensitive communication with parents and deploy a range of other digital tools to support, for instance, cooperation with colleagues. Consequently, gaps in children’s privacy and data protection arise.
期刊介绍:
The Information Society is a multidisciplinary journal intended to answer questions about the Information Age. It provides a forum for thoughtful commentary and discussion of significant topics in the world of information, such as transborder data flow, regulatory issues, the impact of the information industry, information as a determinant of public and private organizational performance, and information and the sovereignty of the public and private organizational performance, and information and the sovereignty of the public. Its papers analyze information policy issues affecting society. Because of the journal"s international perspective, it will have worldwide appeal to scientists and policymakers in government, education, and industry.