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We have seen no reliable research on the effectiveness of schools moving to online education in improving learning outcomes, and there is no evidence of a meaningful improvement in learning outcomes . The focus on online learning was in large part due to the perceived urgency of the Covid-19 pandemic, which in turn was in large part due to the realisation that lockdown would not be as effective if children were able to learn outside of schools.
We need to know whether online education is an effective way to teach children about digital citizenship. While we do not yet know the answer to this question, we do know that it is not a cost-effective way to teach. The NY Times estimated that moving to online education could cost the UK government £16 billion annually .
Yet EdTech measures are often implemented before children are ready for them . Children have not yet learned, for instance, how to properly locate and handle their passwords, or how to exercise their rights under their device’s data protection plan (DPP). Nor do they know how to update their software or how to delete their data.
In addition, these measures themselves are designed and marketed to children without their consent, who are the ones most at risk of exposing their data, in the absence of data protection education .
Children can only protect themselves if they are aware of the dangers of EdTech data collection – that is, if they know what their data means to someone else, and how to limit access to it. And yet government guidance has suggested that 827ec27edc