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Naace Conference 2103 - Online safety: how well equipped are you and your school to avoid the pote…
 

Naace Conference 2103 - Online safety: how well equipped are you and your school to avoid the pote…

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Ron Richards, South West Grid for Learning

Ron Richards, South West Grid for Learning

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    Naace Conference 2103 - Online safety: how well equipped are you and your school to avoid the pote… Naace Conference 2103 - Online safety: how well equipped are you and your school to avoid the pote… Presentation Transcript

    • Being Brave Safely How well equipped are you and your school to avoid the potential risks of “bring your own devices”? Ron Richards E-Safety Consultant South West Grid for Learning© South West Grid for Learning Trust
    • Overview
    • 1990 1995 2000 2005 2010 2015 BBSApplicationsContentCommunicationCollaborationEntertainmentE-Commerce Bandwidth 9.6K 14.4K 56K 64K 128K 1Mb 6Mb 24Mb ? HDD Storage 1GB 2GB 4GB 10GB 50GB 300GB 1TB 2TB ? Internet Age Web 1.0 Web 2.0 Web 3.0?
    • © SWGfL Trust 2011
    • Go figure 3Family Online Safety Institute(FOSI) http://www.youtube.com/watch?v=hSQ6GcskLNg© SWGfL Trust 2011
    • Research
    • © SWGfL Trust 2011
    • Trends in media use
    • Trends in media use
    • The Byron ReportSafer Children in a Digital WorldProfessor Tanya Byron
    • Byron Review Provide children’s workforce with skills and knowledge Deliver e-safety through the curriculum Reach children and families through extended schools Ensure OfSTED holds the system to account
    • Ofsted – The safe use of new technologies  Active approach to e-safety  Pupil knowledge and understanding  Shared responsibility for e-safety Pupils in the schools that had ‘managed’ systems had  Training – all staff /andGovernors better knowledge all understanding of how to stay safe than those in schools with ‘locked down’ systems. Pupils  Well planned & coordinated curriculum were more vulnerable overall when schools used locked  Policies adapted to circumstances not given enough down systems because they were  Do not have “lock-down” filtering opportunities to learn how to assess and manage risk for  Pupils take responsibility for own safety themselves.
    • © SWGfL Trust 2011
    • © SWGfL Trust 2011
    • E-Safety in schools – “State of the Nation” Prof Andy Phippen andy.phippen@plymouth.ac.uk© South West Grid for Learning Trust
    • 3 4 2.2 2.4 2.6 2.8 3.2 3.4 3.8 3.6 AUP Community understanding Digital and video images Email, chat, etc.E-Safety Committee or Group E-safety education E-Safety Responsibilities Filtering Governor training Governors Information literacy Mobiles and handhelds Monitoring and reporting Monitoring Impact Parental education Aspect averages Password security Personal data Policy development Policy Scope Professional standards Reporting Sanctions Self Evaluation Staff training Technical Security The contribution of young… Website, etc. Whole School Year 2011 Year 2012 Year 2010
    • 2010/2011 Comparison – Best Aspects2010 2011 2012• Filtering (2.57) • Filtering (2.5) • Filtering (2.48)• AUPs (2.78) • Policy Scope • Policy Scope• Policy Scope (2.65) (2.58) (2.8) • AUPs (2.71) • AUP (2.71)• Digital and • Digital and • Digital and video images video images video images (2.93) (2.83) (2.74)• Policy • Policy • Policy development development development (3.02) (2.88) (2.8)
    • 2010/2012 Comparison – Weakest Aspects 2010 2011 2012• Community • Community • Community understanding understanding understanding (4.03) (4) (3.91)• Governor • Governor • Governor training (4.03) training (3.93) training (3.85)• Monitoring the • Monitoring the • Monitoring the impact of the impact of the impact of e-safety policy e-safety policy policy and and practice and practice practice (3.96) (3.9) (3.85)• E-Safety • E-Safety • Staff training Committee Committee (3.73) (3.94) (3.82) • E-Safety• Staff training • Staff training Committee (3.84) (3.76) (3.67)
    • Improvement 2012• Mobiles and • Monitoring and handhelds (0.28) reporting (-0.1)• Professional • AUP (0) standards (0.2) • Self Evaluation (0)• E-Safety • The contribution of Responsibilities (0.14) young people (0.01)• E-Safety Committee • Filtering (0.03) or Group (0.13)• Website, etc. (0.12)
    • 0.5 2.5 3.5 4.5 1.5 0 2 3 4 1 AUPsCommunity understanding Digital and video images Email, etc. E-Safety Committee or… E-safety education E-Safety Responsibilities Filtering Averages Governor training Governors Information literacy Mobiles Monitoring and Reporting Monitoring the impact Parental education Password security Personal data Policy development Policy Scope Professional Standards Reporting Sanctions Self Evaluation Staff training Technical Security Primaries vs SecondariesThe contribution of young… Website, VLE + public… Whole School Primary Average Secondary Average
    • 0 1 0.2 0.6 0.8 1.2 -0.2 0.4 AUPsCommunity understanding Digital and video images Email, etc. E-Safety Committee or… E-safety education E-Safety Responsibilities Filtering Governor training Governors Information literacy Mobiles Monitoring and Reporting Monitoring the impact Parental education Password security Personal data Policy development Policy Scope Professional Standards Reporting Sanctions Self Evaluation Staff training Technical Security The contribution of young… Website, VLE + public… Whole School Getting closer and closer... 2010 Difference 2011 Difference 2012 Difference
    • 1.5 2.5 3.5 0.5 0 1 2 3 4 Acceptable Use Policies Administrators Community Understanding Digital and Video Images Digital Citizenship for Students Digital Literacy Disciplinary Action Email, Chat, Social Networking,… E-Safety Committee E-Safety Responsibilities Evaluate and Adjust Policy Evaluate and Assess Incidents US Old Average Filtering Mobile Phones and Personal… Parental Education Password Security Personal Data Policy Development Policy Scope Professional Use Standards Aus Old Average Reporting Self-Evaluation Student Contribution Technical Security Training for Administrators UK Average Training for Faculty Training for Librarian/Media…Training for Network Administrator International Comparisons Training for Safe Schools… Training for School Counselor Training for School Nurse Training for Staff Website, Online Education,… Whole School
    • Strategies and Solutions
    • Teach new media literacy that involves critical thinking Bridge the gap Enable the safebetween formal use of mobile and informal technologies learning How do we begin to change? Factor in Empower youngadolescent brain people to protectdevelopment and themselves have a granular rather than being approach safety seen as potential education victims Promote ethic of good online citizenship
    • Rather than locking down the internet, support its most enriching usesEnsure that ALL staff receive How do we Empower parents. regular and begin to Encourage relevant up to date change? engagement. Widen the participation of more professionals beyond the technical.
    • Online grooming Cyberbullying SextingIdentity theft Online personal identity Online professional identity Geolocation based risks Addiction and dependencyPersonal data accountabilities
    • Are you ready?
    • Review – Element Level
    • Review – Strand Level
    • Review – Aspect PageOn the aspect pagesyou will choose themost suitable levelstatement for yourschool for that aspect
    • On each aspect page you choose the level statement that best fits your school.This symbol shows the“accreditationbenchmark level” forthe aspectWhen you have chosenyour level it ishighlighted like this. Review – Aspect Page (top part)
    • Improvement action changes as you change your chosen level statement Possible sources of evidence are suggested Clicking on these links opens relevant policy templates and other guidance Here you can add free text in evidence, action notes or comments sectionsReview – Aspect Page (bottom part)
    • Links to Resources© SWGfL Trust 2011
    • Free Text Boxes / Collaboration© SWGfL Trust 2011
    • Certificates / E-Safety Mark
    • Understand technical intervention
    • Understand technical intervention
    • Understand technical intervention
    • South West Grid for LearningSWGfL Services - Filtering – Transparent Filtering Module How do I get it? There’s noWhat is it? additional charge• An enhancement to SafetyNet Plus that allows any device Visit ESI or email to use the service without needing any configuration sis@swgfl.org.uk for detailsWhy have we done it?• Growing use of ‘guest’ and ‘personal’ devices in schools• Proxy is inconvenient and not always technically possible• Traditional ‘transparent proxy’ is limited• Our Solution (not transparent proxy): • One solution for HTTP and HTTPS - inspects all HTTP traffic and can filter HTTP requests on non- standard ports (and can apply filtering to other protocols e.g. IM) • No support for a proxy required and no client configuration required • Works with existing systems - same admin interface and no change in policies or experience - completely transparent to the end user • It doesn’t matter whether proxy is configured or not - users can transition when they want to
    • Amber linesContent Filtering indicate unfiltered traffic from / to theTransparent Services: client Green lines indicate clean traffic from / to the client Red lines indicate blocked traffic (the connection control resets the connection with the client and server) Brown lines are control signals
    • Monitoring
    • Clear expectations; responsibility
    • Clear expectations; agreement
    • Clear expectations; sanctions
    • Clear expectations; reporting
    • Educate your workforce
    • Educate; parents
    • E-safety Curriculum© South West Grid for Learning Trust
    • Mapping the curriculum • Where are e-safety topics covered? • Are topics duplicated? • Is the curriculum progressive – does each year build on the last? • Is there breadth? – not just safety and security, but digital literacy • Do the children contribute? • Who has the responsibility to map this provision? • E-Safety Lead? • E-Safety Committee? • ICT Lead?© SWGfL Trust 2011
    • Digital Literacy© SWGfL Trust 2011
    • © SWGfL Trust 2011
    • © SWGfL Trust 2011
    • Digital Literacy Curriculum© SWGfL Trust 2011
    • © SWGfL Trust 2011
    • © SWGfL Trust 2011
    • © SWGfL Trust 2011
    • BYOD specific policies / practice
    • Cloudlearn Report
    • Sample BYOD AUPGuidelines for use· Use of personal devices during the school day is at the discretion ofteachers and staff. Students must use devices as directed by theirteacher.· The primary purpose of the use of personal devices at school iseducational. Personal use for personal reasons is secondary.· The use of a personal device is not to be a distraction in any wayto teachers or students. Personal devices must not disrupt class in anyway.· The use of personal devices falls under School Acceptable UsePolicy, found in the student handbook· Students will refrain from using personal devices outside of theirclassroom unless otherwise directed by their teacher· Students shall make no attempts to circumvent the school’snetwork security and/or filtering policies. This includes setting up proxiesand downloading programs to bypass security.· Students shall not distribute pictures or video of students or staffwithout their permission (distribution can be as small as emailing/textingto one other person or as large as posting image or video online)
    • Questions to address• Why are you doing it? – educational goals• Policy & buy-in• What devices / software will you allow?• Access to internet or network?• Technical Solutions – transparent filtering• IT Support?• Acceptable use policy / sanctions• Staff training• Education• Parental understanding• Equity issues?
    • Be brave - safely• Start small – trial project• Involve young people• Expect that in the short term there may be more incidents eg cyberbullying – plan for and deal with• Inspire cultural change
    • Ron Richards@swgfl.org.uk