As an increasing number of classrooms become connected to the internet, and as the affordability and ease of use of educational applications correspondingly increase, new questions emerge about the protection of students’ personallyidentifiable information. This paper examines the educational policy landscape in Ontario, Canada with respect to digital tool use and the protection of student privacy. Assuming that teacher and student use of the Internet, computers, tablets, smartphones, and other devices may become established as the norm and not the exception, research on digital privacy policy has significance for schools, districts, and educational policy designers. Using Ball’s policy analysis tools [21], the researchers examine relevant educational policies with a view to how they address the protection of student privacy. Early findings indicate that the policy landscape in this instance is unclear with respect to who carries the primary responsibility for the selection of computer applications in classrooms. There appear to be gaps and overlaps in the policies designed to protect digital privacy for students and teachers.

Published in: Canada International Conference on Education, 2017

• Date of Conference: 26-29 June, 2017
• DOI: 10.2053/CICE.2017.0153
• Electronic ISBN: 978-1-908320-83-4
• Conference Location: University of Toronto Mississauga, Canada