Konselor Sekolah dalam Mengembangkan Karakter Siswa Selama Covid-19

Like other educators, school counselors initially responded to the Covid-19 crisis with confusion and uncertainty, for which they needed solutions with collaboration and innovation. In schools with a framework used to focus on the 'whole child.' MTSS supports academic growth and achievement, but also supports many other areas. MTSS is a holistic learning approach to support students through large-scale life changes due to the global pandemic. The pandemic is prompting school counselors to turn to virtual tools to engage with and track students and families. School counselors make use of certain technological tools, but also offer some caveats about their use. During the pandemic, school counselors are expected to provide comprehensive services to students and families, and instead step into a leadership role that allows them to provide comprehensive virtual social-emotional and academic learning in counseling services to their students. The need for school counselors to stay connected to students during COVID-19 through providing virtual advice, providing virtual counseling (individual and/or group): trauma care, cyberbullying, managing expectations, paying attention to burnout, and managing burnout. For the future of students, meet students wherever they are while respecting digital security, cyberbullying, and protecting student privacy, and taking care to ensure confidentiality.

De-identification is Insufficient to Protect Student Privacy, or – What Can a Field Trip Reveal?

Learning analytics have the potential to improve teaching and learning in K–12 education, but as student data is increasingly being collected and transferred for the purpose of analysis, it is important to take measures that will protect student privacy. A common approach to achieve this goal is the de-identification of the data, meaning the removal of personal details that can reveal student identity. However, as we demonstrate, de-identification alone is not a complete solution. We show how we can discover sensitive information about students by linking de-identified datasets with publicly available school data, using unsupervised machine learning techniques. This underlines that de-identification alone is insufficient if we wish to further learning analytics in K–12 without compromising student privacy.

Neuroscience Research in the Classroom: Portable Brain Technologies in Education Research

Cognitive neuroscience research is typically conducted in controlled laboratory environments and therefore its contribution to our understanding of learning in real-world environments is limited. In recent years, however, portable and wearable brain devices have become more readily available for classroom-based research. Complementing existing education research methods, these emerging technologies could provide information about learning processes that might not be reflected in classroom observations or learners’ self-reports. This essay critically evaluates the value added by portable brain technologies in education research and outlines a proposed research agenda, centered around questions related to student engagement, cognitive load, and self-regulation. We also address ethical concerns regarding student privacy and the potential misuse of students’ brain data.

Personal Information Protection and Digital Technologies in Ontario Schools

Ontario K-12 classrooms increasingly use digital applications and platforms. Consequently, private companies collect more personal information, posing a potential threat to student privacy. Current privacy legislation does not specifically address education technology or its use by children, and current policies and practices do not sufficiently support schools and teachers. Because educational practices and legislative compliance are variable, Ontario schools cannot provide students with consistent personal information protection. This brief considers a privacy pledge, provincial legislation, and a Ministry of Education commission as policy alternatives. In the interest of supporting student privacy, adapting to changing conditions, and providing both clear standards and flexibility to stakeholders, this brief recommends that a Ministry of Education commission be created to review and approve digital applications and platforms for classroom use.

Are Violations of Student Privacy “Quick and Easy”? Investigating the Privacy of Students’ Images and Names in the Context of K-12 Educational Institution’s Posts on Facebook

As the use of social media increases in daily life, it has also increased for institutions in the field of education. While there may be benefits for schools to use this media outlet, the privacy of students within those schools may be at risk when their names and photos are shared on such a publicly accessible domain. In this study, we analyzed the extent to which students’ privacy is protected by qualitatively coding a random sample of 100 Facebook posts made by U.S. school districts from a population of over 9.3 million photo posts that we collected. Using inferential techniques, we found that students are somewhat protected compared to teachers and community members, with only 2.67% of students’ detected faces able to be identified by name. These numbers at first appear small, but if applied to the entire population, this could potentially leave between 153,218 and 1,l53,844 students identifiable to anyone on the Internet; the number of photos of students posted by schools and districts is much greater still, between 15.2 and 20.3 million. The same measure for staff and community members were 4.6% and 16%, respectively. We discuss the severity and scale of these privacy threats and make recommendations for research on student privacy in social media and other informal education-related contexts. In all, these could represent the largest publicly available collection of identifiable photos of students (and children) in the United States and could seriously threaten the privacy of those identified.