Reflection #6:
Looking at digital technology through the lenses of law, policies and regulations.
The policy in education is currently filled with information regarding 21st century learning and the importance thereof (Ward & Parr, 2011). Therefore law, policies and regulations need to be considered.
As we know, since the beginning of 2020, all schools and kura now refer to the revised learning area regarding expanded learning opportunities for students using technology (MoE, n.d.). Therefore, our national educational policy is implemented at three different levels; the first one which is a strategic ICT (digital technology) policy where goals and purposes are being discussed for schools (Ward & Parr, 2011) and the second is an operational policy where funding is rolled out in order to support schools. The third level is for policy implementation which depends on the involvement of schools. The implementation of these ICT policies is strongly influenced by the values and beliefs of each individual teacher (Ward & Parr, 2011). However, there is not a lot of control over schools and teachers, by the government and therefore some schools might have limited expectations (Ward & Parr, 2011).
Each school should have a strategic plan for ICT which includes a policy for learning with personal digital devices (Johnson, Maguire & Wood, 2017). Furthermore, our school’s Board of Trustees need to make sure that all our students have the opportunity to be effectively engaged in digital learning (MoE, n.d.). In order for our school to evaluate such student engagement and progress the e-Learning Planning Framework is available as a helpful tool for self-review (MoE, n.d.). Another important tool is the Māori-medium e-Learning Planning Framework which helps Māori medium schools engaging in e-Learning (MoE, n.d.).
Our school policies need to ensure that all students have equal access as well as support when using digital devices (Bolstad, 2017). Once there are effective policies and procedures in place, a school will be able to reduce student harm as well as enable staff and student safety, especially in the case of an incident (MoE, 2014).
According to our school’s digital policy, we encourage all students to be confident and competent digital users of technology while learning (Viscount School, 2019). This policy includes a digital citizenship agreement as well as a letter of permission for the use of names and photos of students (Viscount School, 2019).
Regarding law, The Education Act 1989 offers guidance of schools can manage any incidents regarding digital technology, which forms part of the Guidelines for the Surrender and Retention of Property and Searches made available in 2014 (MoE, n.d.). This legislation offers myself and authorised staff authority to investigate whether digital information has been stored on a student’s device that can jeopardize physical or emotional wellbeing of others which could be in the form of a video, a text, an image or an audio recording (MoE, n.d.). Moreover, by law authorised staff may ask the student to expose or delete the item, or surrender or retain the device in a safe place (MoE, n.d.).
By law authorised staff at our school may not seek a student’s password, or search through a digital device’s content (belonging to student/s) or ask students to use other devices to download items or even use physical power against students (MoE, n.d.). As a staff member I need to familiarize myself with a complaint process (MoE, n.d.).
According to the Privacy Act 1993, parents should give permission for the release of personal information regarding their children (MoE, n.d.). According to our IT policy of Viscount School, consent has been obtained from parents in this regard (Viscount School, 2019). Also, The Harmful Digital Communications Act 2015 exists to reduce the effect of harassment, online bullying and other means of online intimidation (NetSafe, n.d.). Furthermore, guidelines at my school need to exist which clearly outline the ethical and legal responsibilities for me as a teacher, as stipulated in the NZ Education Council’s Our Code, Our Standards (2017), (NetSafe, n.d.).
In terms of regulations, our school has a responsibility to make sure that its network is protected to keep risks such as spam, hacking and inappropriate content access out (MoE, n.d.). Also, the trustees and principal of our school have the ultimate responsibility to see that material content used is suitable for the age of students (MoE, n.d.). It is important to remember that original work created by my students at school, is owned as copyright by my students regardless of whose device was used to create that (MoE, 2014).
Furthermore, our school needs to see that vigorous engagement with our students, parents and whanau is taking place regarding an incident response plan, as all stakeholders should support our school’s digital policies (MoE, 2014). Our school should also make sure to introduce a plan for online safety for all students in our policies because with a variety of internet access points, my students can go online just about any time (MoE, 2014) and anywhere with connections which the school can’t always control, therefore prevention strategies should be in place.
I also strongly belief that school leaders need to make sure that we as teachers have plenty of opportunity to challenge our beliefs and practices (Ward & Parr, 2011) as digital technology is here to stay.
References:
Bolstad, R. (2017). Digital Technologies for Learning: Findings from the NZCER National Survey of Primary and Intermediate Schools 2016. New Zealand Council for Educational Research. PO Box 3237, Wellington 6140 New Zealand.
Johnson, M., Maguire, J., & Wood, A. (2017). Digital technologies in schools 2016-17.
Ministry of Education. (2014). Digital Technology: Safe and responsible use in Schools. Retrieved from https://www.education.govt.nz/assets/Documents/School/Managing-and-supporting-students/DigitalTechnologySafeAndResponsibleUseInSchs.pdf
Ministry of Education. (n.d.). Digital Technologies and the national curriculum. Retrieved from https://elearning.tki.org.nz/Teaching/Curriculum-learning-areas/Digital-Technologies-in-the-curriculum
Ministry of Education. (n.d.). Digital Technologies questions and answers. Retrieved from https://technology.tki.org.nz/Technology-in-the-NZC/Digital-technologies-support/DT-questions-and-answers
Ministry of Education. (n.d.). Digital Technology: Safe and responsible use in schools. Retrieved from https://education.govt.nz/school/digital-technology/digital-technology-guide-for-schools/digital-technology-safe-and-responsible-use-in-schools/new-cd-page-3/the-legislation-and-rules/
Ministry of Education. (n.d.). e-Learning Planning Framework. Retrieved from https://elearning.tki.org.nz/Professional-learning/e-Learning-Planning-Framework
Ministry of Education. (n.d.). Guidelines for schools: Related issues. Retrieved from https://www.tki.org.nz/Copyright-in-schools/Guidelines-for-schools/For-principals-and-trustees/Related-issues
MoE. (n.d.). Your school's ICT network. Retrieved from https://www.education.govt.nz/school/digital-technology/your-schools-ict-network/
NetSafe. (n.d.). NetSafe Schools: ACD Act. Retrieved from https://www.netsafe.org.nz/the-kit/foundations/legislation/hdc-act/
Viscount School. (2019). Digital Policy. Retrieved from https://www.viscount.school.nz/our-school/policies
Ward, L., & Parr, J. M. (2011). Digitalising our schools: Clarity and coherence in policy. Australasian Journal of Educational Technology, 27(2).
Looking at digital technology through the lenses of law, policies and regulations.
The policy in education is currently filled with information regarding 21st century learning and the importance thereof (Ward & Parr, 2011). Therefore law, policies and regulations need to be considered.
As we know, since the beginning of 2020, all schools and kura now refer to the revised learning area regarding expanded learning opportunities for students using technology (MoE, n.d.). Therefore, our national educational policy is implemented at three different levels; the first one which is a strategic ICT (digital technology) policy where goals and purposes are being discussed for schools (Ward & Parr, 2011) and the second is an operational policy where funding is rolled out in order to support schools. The third level is for policy implementation which depends on the involvement of schools. The implementation of these ICT policies is strongly influenced by the values and beliefs of each individual teacher (Ward & Parr, 2011). However, there is not a lot of control over schools and teachers, by the government and therefore some schools might have limited expectations (Ward & Parr, 2011).
Each school should have a strategic plan for ICT which includes a policy for learning with personal digital devices (Johnson, Maguire & Wood, 2017). Furthermore, our school’s Board of Trustees need to make sure that all our students have the opportunity to be effectively engaged in digital learning (MoE, n.d.). In order for our school to evaluate such student engagement and progress the e-Learning Planning Framework is available as a helpful tool for self-review (MoE, n.d.). Another important tool is the Māori-medium e-Learning Planning Framework which helps Māori medium schools engaging in e-Learning (MoE, n.d.).
Our school policies need to ensure that all students have equal access as well as support when using digital devices (Bolstad, 2017). Once there are effective policies and procedures in place, a school will be able to reduce student harm as well as enable staff and student safety, especially in the case of an incident (MoE, 2014).
According to our school’s digital policy, we encourage all students to be confident and competent digital users of technology while learning (Viscount School, 2019). This policy includes a digital citizenship agreement as well as a letter of permission for the use of names and photos of students (Viscount School, 2019).
Regarding law, The Education Act 1989 offers guidance of schools can manage any incidents regarding digital technology, which forms part of the Guidelines for the Surrender and Retention of Property and Searches made available in 2014 (MoE, n.d.). This legislation offers myself and authorised staff authority to investigate whether digital information has been stored on a student’s device that can jeopardize physical or emotional wellbeing of others which could be in the form of a video, a text, an image or an audio recording (MoE, n.d.). Moreover, by law authorised staff may ask the student to expose or delete the item, or surrender or retain the device in a safe place (MoE, n.d.).
By law authorised staff at our school may not seek a student’s password, or search through a digital device’s content (belonging to student/s) or ask students to use other devices to download items or even use physical power against students (MoE, n.d.). As a staff member I need to familiarize myself with a complaint process (MoE, n.d.).
According to the Privacy Act 1993, parents should give permission for the release of personal information regarding their children (MoE, n.d.). According to our IT policy of Viscount School, consent has been obtained from parents in this regard (Viscount School, 2019). Also, The Harmful Digital Communications Act 2015 exists to reduce the effect of harassment, online bullying and other means of online intimidation (NetSafe, n.d.). Furthermore, guidelines at my school need to exist which clearly outline the ethical and legal responsibilities for me as a teacher, as stipulated in the NZ Education Council’s Our Code, Our Standards (2017), (NetSafe, n.d.).
In terms of regulations, our school has a responsibility to make sure that its network is protected to keep risks such as spam, hacking and inappropriate content access out (MoE, n.d.). Also, the trustees and principal of our school have the ultimate responsibility to see that material content used is suitable for the age of students (MoE, n.d.). It is important to remember that original work created by my students at school, is owned as copyright by my students regardless of whose device was used to create that (MoE, 2014).
Furthermore, our school needs to see that vigorous engagement with our students, parents and whanau is taking place regarding an incident response plan, as all stakeholders should support our school’s digital policies (MoE, 2014). Our school should also make sure to introduce a plan for online safety for all students in our policies because with a variety of internet access points, my students can go online just about any time (MoE, 2014) and anywhere with connections which the school can’t always control, therefore prevention strategies should be in place.
I also strongly belief that school leaders need to make sure that we as teachers have plenty of opportunity to challenge our beliefs and practices (Ward & Parr, 2011) as digital technology is here to stay.
References:
Bolstad, R. (2017). Digital Technologies for Learning: Findings from the NZCER National Survey of Primary and Intermediate Schools 2016. New Zealand Council for Educational Research. PO Box 3237, Wellington 6140 New Zealand.
Johnson, M., Maguire, J., & Wood, A. (2017). Digital technologies in schools 2016-17.
Ministry of Education. (2014). Digital Technology: Safe and responsible use in Schools. Retrieved from https://www.education.govt.nz/assets/Documents/School/Managing-and-supporting-students/DigitalTechnologySafeAndResponsibleUseInSchs.pdf
Ministry of Education. (n.d.). Digital Technologies and the national curriculum. Retrieved from https://elearning.tki.org.nz/Teaching/Curriculum-learning-areas/Digital-Technologies-in-the-curriculum
Ministry of Education. (n.d.). Digital Technologies questions and answers. Retrieved from https://technology.tki.org.nz/Technology-in-the-NZC/Digital-technologies-support/DT-questions-and-answers
Ministry of Education. (n.d.). Digital Technology: Safe and responsible use in schools. Retrieved from https://education.govt.nz/school/digital-technology/digital-technology-guide-for-schools/digital-technology-safe-and-responsible-use-in-schools/new-cd-page-3/the-legislation-and-rules/
Ministry of Education. (n.d.). e-Learning Planning Framework. Retrieved from https://elearning.tki.org.nz/Professional-learning/e-Learning-Planning-Framework
Ministry of Education. (n.d.). Guidelines for schools: Related issues. Retrieved from https://www.tki.org.nz/Copyright-in-schools/Guidelines-for-schools/For-principals-and-trustees/Related-issues
MoE. (n.d.). Your school's ICT network. Retrieved from https://www.education.govt.nz/school/digital-technology/your-schools-ict-network/
NetSafe. (n.d.). NetSafe Schools: ACD Act. Retrieved from https://www.netsafe.org.nz/the-kit/foundations/legislation/hdc-act/
Viscount School. (2019). Digital Policy. Retrieved from https://www.viscount.school.nz/our-school/policies
Ward, L., & Parr, J. M. (2011). Digitalising our schools: Clarity and coherence in policy. Australasian Journal of Educational Technology, 27(2).
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