SaTC: EDU: Collaborative: Connecting Contexts: Building Foundational Digital Privacy and Security Skills for Elementary School Children, Teachers, and Parents

SaTC：EDU：协作：连接环境：为小学生、教师和家长建立基本的数字隐私和安全技能

• 批准号: 1951688
• 负责人: Jessica Vitak
• 金额: $ 33.44万
• 依托单位: University of Maryland, College Park
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-02-01 至 2024-01-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1951688&HistoricalAwards=false
• 关键词: SaTC; EDU; Collaborative; Connecting; Contexts

User behavior plays a crucial role in creating and maintaining cybersecurity, and children are an under-researched user group who are at risk from a range of online privacy and security threats. Young children’s online safety needs are poorly served by existing educational materials and resources, which are typically limited to a single setting (home or school) and rarely consider the contexts where learning occurs. In this project, the research team will leverage understanding of the contexts in which children interact with digital technologies to create life-relevant opportunities for privacy and security skill building for elementary school children. Specifically, the project will promote young children’s privacy cybersecurity learning across the two contexts where they spend most of their time: home and school. The project will develop resources for each of its three stakeholder groups (teachers, children, and parents) to help in teaching and learning about everyday applications of cybersecurity. The project will also impact cybersecurity training for elementary school children by facilitating their learning about basic Internet and technology concepts and developing those skills to help them make smarter and safer decisions online. There will be a significant focus on outreach to ensure developed resources are flexible enough to be used in school districts around the U.S.This project leverages Bronfenbrenner’s ecological systems theory to develop and test a new framework—Connecting Contexts Framework for Privacy and Security Learning. This framework will be used to establish methods for designing and implementing tools and resources to help children, parents, and teachers develop digital privacy and security skills and practices they can apply in their everyday lives. Through participatory design research with teachers and families, the research team will create curriculum and related educational materials (i.e., micro-lessons for students, training for parents, and professional development and curriculum materials for teachers) that will be tailored across three grade bands (K-1, 2-3, 4-5). This strategy will ensure students can successfully develop and expand their understanding of four core concepts throughout elementary school: how the Internet works, digital privacy, cybersecurity, and being a good digital citizen. The research team will work with parents to identify their needs to help them become partners in the learning process. Data collection will occur at two elementary schools in the Washington, DC and Chicago, IL metropolitan regions. Parent-specific resources will help scaffold parent-child conversations at home to encourage family conversations about digital privacy and security practices in everyday life. Developed resources will be created and maintained through a digital platform to provide widespread access to the resources to teachers, parents, and school districts across the U.S. In the final year, resources will be shared widely, and the team will work with teachers and other educators around the country to encourage wider adoption of curriculum and resources.This project is supported by the Secure and Trustworthy Cyberspace (SaTC) program, which funds proposals that address cybersecurity and privacy, and in this case specifically cybersecurity education. The SaTC program aligns with the Federal Cybersecurity Research and Development Strategic Plan and the National Privacy Research Strategy to protect and preserve the growing social and economic benefits of cyber systems while ensuring security and privacy.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

用户行为在创建和维护网络安全方面发挥着至关重要的作用，而儿童是一个未被充分研究的用户群体，他们面临着一系列在线隐私和安全威胁的风险，现有的教育材料和资源无法满足幼儿的在线安全需求。通常仅限于单一环境（家庭或学校），很少考虑学习发生的环境。在该项目中，研究团队将利用对儿童与数字技术互动的环境的理解来创造与生活相关的隐私机会。以及小学生的安全技能培养。具体来说，该项目将促进幼儿在他们花费大部分时间的两个环境中进行隐私网络安全学习：家庭和学校。该项目将为其三个利益相关者群体（教师、儿童和家长）开发资源，以提供帮助。该项目还将通过促进小学生学习基本的互联网和技术概念并培养这些技能来帮助他们做出更明智、更安全的在线决策，从而影响小学生的网络安全培训。外展活动以确保开发的资源足够灵活在美国各地的学区使用。该项目利用布朗芬布伦纳的生态系统理论来开发和测试一个新框架——隐私和安全学习的连接上下文框架。该框架将用于建立设计和实施工具和资源的方法，以帮助儿童、通过与教师和家庭的参与式设计研究，研究团队将开发课程和相关教育材料（即微课），帮助家长和教师培养他们可以在日常生活中应用的数字隐私和安全技能和实践。该策略将针对三个年级（K-1、2-3、4-5）量身定制。整个小学的四个核心概念：互联网如何运作、数字隐私、网络安全以及成为一名优秀的数字公民。研究团队将与家长合作，确定他们的需求，帮助他们成为学习过程中的合作伙伴。华盛顿特区和伊利诺伊州芝加哥市的两所小学家长特定的资源将有助于在家里开展亲子对话，鼓励家庭就日常生活中的数字隐私和安全实践进行对话。将通过数字平台创建和维护开发的资源，以便为教师提供广泛的资源访问。美国各地的家长和学区在最后一年，资源将得到广泛共享，该团队将与全国各地的教师和其他教育工作者合作，鼓励更广泛地采用课程和资源。该项目得到了 Secure and Trustworthy 的支持网络空间 (SaTC) 计划，该计划资助以下提案：解决网络安全和隐私问题，在这种情况下，特别是网络安全教育，与联邦网络安全研究与发展战略计划和国家隐私研究战略相一致，以保护和维护网络系统不断增长的社会和经济效益，同时确保安全和隐私。该奖项反映了 NSF 的法定使命，并通过使用基金会的智力价值和更广泛的影响审查标准进行评估，被认为值得支持。

项目成果

Strengthening Children’s Privacy Literacy through Contextual Integrity

通过情境完整性加强儿童的隐私素养

• DOI: 10.17645/mac.v8i4.3236
• 发表时间: 2020-11
• 期刊: Media and Communication
• 影响因子: 3.1
• 作者: Kumar, Priya C.;Subramaniam, Mega;Vitak, Jessica;Clegg, Tamara L.;Chetty, Marshini
• 通讯作者: Chetty, Marshini