Post on 19-May-2015
description
© South West Grid for Learning Trust
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
Overview
1990 2000 2010 1995 2005 2015
Content
Communication
Applications
E-Commerce
Entertainment
Collaboration
BBS
Web 1.0 Web 2.0 Web 3.0?
9.6K 14.4K 56K 64K 128K 1Mb 6Mb ? Bandwidth
Internet Age
HDD Storage 1GB 2GB 4GB 10GB 50GB 300GB 1TB ? 2TB
24Mb
© SWGfL Trust 2011
Go figure 3
Family Online Safety Institute
(FOSI)
© SWGfL Trust 2011
http://www.youtube.com/watch?v=hSQ6GcskLNg
Research
© SWGfL Trust 2011
Trends in media use
Trends in media use
The Byron Report
Safer Children in a Digital World
Professor 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
Training – all staff / all Governors
Well planned & coordinated curriculum
Policies adapted to circumstances
Do not have “lock-down” filtering
Pupils take responsibility for own safety
Pupils in the schools that had ‘managed’ systems had better knowledge and understanding of how to stay safe than those in schools with ‘locked down’ systems. Pupils were more vulnerable overall when schools used locked
down systems because they were not given enough opportunities to learn how to assess and manage risk for
themselves.
© SWGfL Trust 2011
© SWGfL Trust 2011
© South West Grid for Learning Trust
E-Safety in schools – “State of
the Nation”
Prof Andy Phippen
andy.phippen@plymouth.ac.uk
Aspect averages
2.2
2.4
2.6
2.8
3
3.2
3.4
3.6
3.8
4
AU
P
Co
mm
un
ity
un
der
stan
din
g
Dig
ital
an
d v
ideo
imag
es
Emai
l, ch
at, e
tc.
E-Sa
fety
Co
mm
itte
e o
r G
rou
p
E-sa
fety
ed
uca
tio
n
E-Sa
fety
Res
po
nsi
bili
ties
Filt
erin
g
Go
vern
or
trai
nin
g
Go
vern
ors
Info
rmat
ion
lite
racy
Mo
bile
s an
d h
and
hel
ds
Mo
nit
ori
ng
and
rep
ort
ing
Mo
nit
ori
ng
Imp
act
Pare
nta
l ed
uca
tio
n
Pass
wo
rd s
ecu
rity
Pers
on
al d
ata
Polic
y d
evel
op
men
t
Polic
y Sc
op
e
Pro
fess
ion
al s
tan
dar
ds
Rep
ort
ing
San
ctio
ns
Self
Eva
luat
ion
Staf
f tr
ain
ing
Tech
nic
al S
ecu
rity
The
con
trib
uti
on
of
you
ng …
Web
site
, etc
.
Wh
ole
Sch
oo
l
Year 2012
Year 2011
Year 2010
2010/2011 Comparison – Best
Aspects
2010
• Filtering (2.57)
• AUPs (2.78) • Policy Scope
(2.8)
• Digital and
video images
(2.93) • Policy
development
(3.02)
2011
• Filtering (2.5)
• Policy Scope
(2.65)
• AUPs (2.71)
• Digital and video images
(2.83)
• Policy
development
(2.88)
2012
• Filtering (2.48)
• Policy Scope
(2.58)
• AUP (2.71)
• Digital and video images
(2.74)
• Policy
development
(2.8)
2010/2012 Comparison – Weakest
Aspects
2010 • Community
understanding (4.03)
• Governor training (4.03)
• Monitoring the impact of policy and practice (3.96)
• E-Safety Committee (3.94)
• Staff training (3.84)
2011 • Community
understanding (4)
• Governor training (3.93)
• Monitoring the impact of the e-safety policy and practice (3.9)
• E-Safety Committee (3.82)
• Staff training (3.76)
2012 • Community
understanding (3.91)
• Governor training (3.85)
• Monitoring the impact of the e-safety policy and practice (3.85)
• Staff training (3.73)
• E-Safety Committee (3.67)
Improvement 2012
• Mobiles and
handhelds (0.28)
• Professional
standards (0.2)
• E-Safety Responsibilities (0.14)
• E-Safety Committee
or Group (0.13)
• Website, etc. (0.12)
• Monitoring and
reporting (-0.1)
• AUP (0)
• Self Evaluation (0)
• The contribution of young people (0.01)
• Filtering (0.03)
Primaries vs Secondaries
Averages
0
0.5
1
1.5
2
2.5
3
3.5
4
4.5
AU
Ps
Co
mm
un
ity
un
der
stan
din
g
Dig
ital
an
d v
ideo
imag
es
Emai
l, et
c.
E-Sa
fety
Co
mm
itte
e o
r …
E-sa
fety
ed
uca
tio
n
E-Sa
fety
Res
po
nsi
bili
ties
Filt
erin
g
Go
vern
or
trai
nin
g
Go
vern
ors
Info
rmat
ion
lite
racy
Mo
bile
s
Mo
nit
ori
ng
and
Rep
ort
ing
Mo
nit
ori
ng
the
imp
act
Pare
nta
l ed
uca
tio
n
Pass
wo
rd s
ecu
rity
Pers
on
al d
ata
Polic
y d
evel
op
men
t
Polic
y Sc
op
e
Pro
fess
ion
al S
tan
dar
ds
Rep
ort
ing
San
ctio
ns
Self
Eva
luat
ion
Staf
f tr
ain
ing
Tech
nic
al S
ecu
rity
The
con
trib
uti
on
of
you
ng …
Web
site
, VLE
+ p
ub
lic …
Wh
ole
Sch
oo
l
Secondary Average
Primary Average
Getting closer and closer...
-0.2
0
0.2
0.4
0.6
0.8
1
1.2
AU
Ps
Co
mm
un
ity
un
der
stan
din
g
Dig
ital
an
d v
ideo
imag
es
Emai
l, et
c.
E-Sa
fety
Co
mm
itte
e o
r …
E-sa
fety
ed
uca
tio
n
E-Sa
fety
Res
po
nsi
bili
ties
Filt
erin
g
Go
vern
or
trai
nin
g
Go
vern
ors
Info
rmat
ion
lite
racy
Mo
bile
s
Mo
nit
ori
ng
and
Rep
ort
ing
Mo
nit
ori
ng
the
imp
act
Pare
nta
l ed
uca
tio
n
Pass
wo
rd s
ecu
rity
Pers
on
al d
ata
Polic
y d
evel
op
men
t
Polic
y Sc
op
e
Pro
fess
ion
al S
tan
dar
ds
Rep
ort
ing
San
ctio
ns
Self
Eva
luat
ion
Staf
f tr
ain
ing
Tech
nic
al S
ecu
rity
The
con
trib
uti
on
of
you
ng …
Web
site
, VLE
+ p
ub
lic …
Wh
ole
Sch
oo
l
2012 Difference
2011 Difference
2010 Difference
0
0.5
1
1.5
2
2.5
3
3.5
4
Acc
epta
ble
Use
Po
licie
s
Ad
min
istr
ato
rs
Co
mm
un
ity
Un
der
stan
din
g
Dig
ital
an
d V
ideo
Imag
es
Dig
ital
Cit
izen
ship
fo
r St
ud
ents
Dig
ital
Lit
erac
y
Dis
cip
linar
y A
ctio
n
Emai
l, C
hat
, So
cial
Net
wo
rkin
g, …
E-Sa
fety
Co
mm
itte
e
E-Sa
fety
Res
po
nsi
bili
ties
Eval
uat
e an
d A
dju
st P
olic
y
Eval
uat
e an
d A
sses
s In
cid
ents
Filt
erin
g
Mo
bile
Ph
on
es a
nd
Per
son
al …
Pare
nta
l Ed
uca
tio
n
Pass
wo
rd S
ecu
rity
Pers
on
al D
ata
Polic
y D
evel
op
men
t
Polic
y Sc
op
e
Pro
fess
ion
al U
se S
tan
dar
ds
Rep
ort
ing
Self
-Eva
luat
ion
Stu
den
t C
on
trib
uti
on
Tech
nic
al S
ecu
rity
Trai
nin
g fo
r A
dm
inis
trat
ors
Trai
nin
g fo
r Fa
cult
y
Trai
nin
g fo
r Li
bra
rian
/Med
ia …
Trai
nin
g fo
r N
etw
ork
Ad
min
istr
ato
r
Trai
nin
g fo
r Sa
fe S
cho
ols
…
Trai
nin
g fo
r Sc
ho
ol C
ou
nse
lor
Trai
nin
g fo
r Sc
ho
ol N
urs
e
Trai
nin
g fo
r St
aff
Web
site
, On
line
Edu
cati
on
, …
Wh
ole
Sch
oo
l
US Old Average Aus Old Average UK Average
International Comparisons
Strategies and Solutions
How do we begin
to change?
Teach new media literacy that
involves critical thinking
Enable the safe use of mobile technologies
Empower young people to protect
themselves rather than being seen as potential
victims
Promote ethic of good online citizenship
Factor in adolescent brain development and have a granular approach safety
education
Bridge the gap between formal
and informal learning
How do we begin to change?
Rather than locking down the internet,
support its most enriching uses
Empower parents.
Encourage engagement.
Widen the participation of
more professionals beyond the technical.
Ensure that ALL staff receive regular and
relevant up to date
Online professional identity
Online personal identity
Cyberbullying
Online grooming
Identity theft
Sexting
Geolocation based risks
Addiction and dependency
Personal data accountabilities
Are you ready?
Review – Element Level
Review – Strand Level
Review –
Aspect
Page On the aspect pages you will choose the most suitable level statement for your school for that aspect
Review – Aspect Page (top part)
On each aspect page you choose the level statement that best fits your school.
This symbol shows the “accreditation benchmark level” for the aspect
When you have chosen your level it is highlighted like this.
Review – Aspect Page
(bottom 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 sections
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 Learning
SWGfL Services - Filtering – Transparent Filtering Module
What is it?
• An enhancement to SafetyNet Plus that allows any device
to use the service without needing any configuration
Why 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
How do I get it? There’s no additional charge Visit ESI or email
sis@swgfl.org.uk for details
Transparent Services:
Content Filtering Amber lines
indicate unfiltered
traffic from / to the
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
© South West Grid for Learning Trust
E-safety Curriculum
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 AUP Guidelines for use · Use of personal devices during the school day is at the discretion of teachers and staff. Students must use devices as directed by their teacher. · The primary purpose of the use of personal devices at school is educational. Personal use for personal reasons is secondary. · The use of a personal device is not to be a distraction in any way to teachers or students. Personal devices must not disrupt class in any way. · The use of personal devices falls under School Acceptable Use Policy, found in the student handbook · Students will refrain from using personal devices outside of their classroom unless otherwise directed by their teacher · Students shall make no attempts to circumvent the school’s network security and/or filtering policies. This includes setting up proxies and downloading programs to bypass security. · Students shall not distribute pictures or video of students or staff without their permission (distribution can be as small as emailing/texting to 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