My part of the presentation at Privacy By Design Conference 2023, session on Protecting Privacy of Children Through Data Governance.

1. 子供のプライバシー対策に必要なもの
Protecting Privacy of Children
Privacy by Design Conference 2023
Keiko Tanaka, Assistant Professor at KCG.edu

2. 教育データ利活用のロードマップ （2022/3）
Digital Agency. (2022). Roadmap on the utilization of data in education. https://www.digital.go.jp/assets/contents/node/basic_page/field_ref_resources/0f321c23-517f-439e-9076-
5804f0a24b59/20220307_en_education_outline_01.pdf

3. 子どものプライバシー対策に必要なのは？
スパムは届いてないから、
きっと安全に使えてると思うけど…
正直、学校がプライバシー保護
しているか、判断しようが無い
● データのプライバシーを最優先する
● 不必要な追跡と監視を最小限に抑える
● 生徒のデータを使って何が行われているのかについてもっと
オープンにする
● 生徒が自分のプロフィールをある程度制御できるようにする
● 学生の学習を支援するためにデータをさらに活用する
学校に求められているのは…
Source: “Data in Schools – What Students Say” – research
findings poster. (2022, October 17). Enhancing the Use of
Digital Data in Secondary Schools; enhancing the use of
digital data in secondary schools. https://data-smart-
schools.net/2022/10/18/data-in-schools-what-
students-say-research-findings-poster/

4. ● 新たな評価 New forms of Assessment : ペーパーテストの出来栄えでは測れない
、より広く深い認知範囲と複雑で高次の思考を測るアセスメントにより、学習プ
ロセスに貢献する
● 新たな学修成果証明 New forms of Credentialing: 課外活動やMOOCなど多様な
、学びの成果を、他者に示すことでモビリティを高めるデジタルな成果証明
教育テクノロジー（Edtech)とデータの可能性
ココに関心！

5. 教育テクノロジー（Edtech)とデータに関する主要な批評
● ポストデジタル: 前例のないレベルの日常のデジタル化とコンピュータ化の存在が特徴
● 教育のデジタルトランスフォーメーション:前例のない量のデータ化 (Selwyn et al.)
× 教育テクノロジーは単なるデジタルツール
◎ 教育セクターのダイナミクスを再構築する可能性を秘める
前代未聞であることが常態化する "normalized unprecedentedness" (Atwater, 2021)
十分な知識に基づいた選択を行うために必要な経験/専門知識/情報の欠如
「技術的夢遊病」のリスク：人間の存在条件を再構築する過程を進んで眠ったまま歩くこと
デジタル教育プラットフォームの急速な拡大と普及にもかかわらず、そのようなプラットフォームに対
して批判的な立場をとる教育研究は驚くほど稀である (Decuypere et al., 2021, p.1)。
「サイバー委譲 」”Cyberdelegation” が起きている (Williamson et al., 2022)
政府および公共機関が、技術的専門知識不足のため、ガバナンスを目的としたデータの収集または分析のタスクを
民間のテクノロジー組織に外部委託するプロセス。例： 福祉の割り当て、医療サービス、犯罪の検出と予測、国家安全保障、防衛、教育
民営化の特徴と共通点:
①公的資金、民間経営、②監督の欠如、③学力テスト＝教育成功の指標、④エビデンスがない、⑤利害関係者の偏り

6. （補足）車には、スクールゾーンのような規制があるが・・・

7. Current Scope of Education Data (for audience in Japan)
Digital Agency. (2022). Roadmap on the utilization of data in education. https://www.digital.go.jp/assets/contents/node/basic_page/field_ref_resources/0f321c23-517f-439e-9076-
5804f0a24b59/20220307_en_education_outline_01.pdf
In Japan, the Digital Agency, released a document dubbed "Roadmap on the Utilization of Data in Education" on January 20, 2022.
The document presents the architecture of education data (Figs. 1 and 2). However, the document soon came under criticism, mostly due to the lack of
a common understanding of the definition of education data, how it would be used, and who would have access to it. When the document stipulated
that the government set out to standardize education data, many mistakenly feared the near-future establishment of an Orwellian, single point of
control over education databases maintained by the government, when in reality, the roadmap was only intended to standardize data models. Some
other concerns may be legit because, in terms of consent and control, Japan does not have the regulatory equivalent of the U.S.'s Family Educational
Rights and Privacy Act (FERPA).

8. Education technologies and Data
● Post-digital : marked by an unprecedented level of everyday digital and computerization
presence
● Digital transformation of education: unprecedented amount of datafication (Selwyn et
al.)
Education technologies are not just digital tools, but has the potential to reshape the dynamics of educational sector
"normalized unprecedentedness" (Atwater, 2021)
the lack of experience / expertise /information required for making an educated choice
Risk of “technological somnambulism"
willingly sleepwalk through the process of reconstituting the conditions of human existence
despite the rapid expansion and prevalence of digital education platforms, educational research that takes a
critical stance toward such platforms remains surprisingly rare (Decuypere et al., 2021, p.1)

9. ● New forms of Assessment : insead of high-stakes summative assessment, measure
a broader and deeper cognitive range and complex, higher-order thinking through
embedded assessments that contribute in an incremental way to the learning
process
● New forms of Credentialing: recognize students with partial degrees, validate extra-
curricular learning
Potentials of Education technologies and Data
My primary interest!

10. 1. public funding, private management
2. lack of oversight
3. standardized assessment as a measure of educational success
4. lack of evidence
5. impartial stakeholders
“Cyberdelegation” similarity with privatization of education
Cyberdelegation is the process where government and public-sector institutions outsource the tasks of gathering or analyzing
data for purposes of governance to private technology organizations, due to a lack of technical expertise on the part of the
public sector, as seen in cases such as social welfare allocation, healthcare services, crime detection and prediction, national
security, intelligence and defense, and education (Williamson et al., 2022)
Shares the same 5 characteristics of privatization of education in cyberdelegation
The previous version of significant education reform in the 90s US, relied on data from a standardized test and introduced a free market mechanism of
privatization without scientific ground that contests the narrative that privatization improves education, ultimately enlarging disparities in race and
class (Barkan, 2018). The process of privatization had little oversight and went without adequate vetting or ongoing oversight.