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NEW RESEARCH
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New from CDT: Amidst Parents’ Rising Privacy Concerns, Key Stakeholders Want to Be More Involved in School Tech Decisions ([link removed])
Latest CDT research shows that as online learning and edtech become a permanent feature in schools, those most affected are concerned about how student information is used
Catalyzed by the rapid expansion of remote learning brought about by COVID-19, education technology continues to occupy a large, evolving role in K-12 instruction even as schools make steps toward leaving the pandemic behind. Parents, teachers, and students, the three key stakeholder groups with the most to gain — and lose — from the way these tools are implemented, are paying attention to the privacy and equity implications of these technologies.
Today, CDT is releasing a new report featuring research on parent, teacher, and student opinions about education technology (edtech) and student data. The research, which is based on surveys conducted this summer, found that growing student privacy risks prompt parents, teachers, and students to seek more active roles in school technology decisions.
New CDT Research ([link removed])
The research also identifies emerging trends in edtech and school data use in the context of disciplinary practices, equity considerations, and teacher training. We highlight the findings in our report, “Navigating the New Normal: Ensuring Equitable and Trustworthy EdTech for the Future.” Visit the CDT website to read the report ([link removed]) and dive deeper into the data in our research deck ([link removed]).
The return to in-person instruction has changed the nature of edtech use and privacy concerns, but these risks have not disappeared. Education leaders and policymakers should act now to promote responsible school data and technology practices.
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