Helping Elementary School Children Learn About Digital Privacy and Security With Micro-Lessons

In the digital age, the landscape of education is continually evolving, highlighting the necessity for integrating digital privacy and security education into elementary school curricula. With children engaging in online activities from a young age, equipping them with the skills to safely navigate the digital world has become imperative. A recent study by a group of researchers at the University of Chicago’s Department of Computer Science and the University of Maryland, College Park describes the design, implementation, and evaluation of digital privacy and security micro-lessons specifically tailored for elementary school children. This study emphasizes the importance of context-based educational resources and in-classroom learning for effective privacy and security education.

Through a co-design process involving teachers from two partner schools in Maryland and Illinois, the researchers crafted and tested a series of micro-lessons for K-8 students. The co-design sessions provided valuable insights that shaped the development of context-based educational resources, resulting in a comprehensive, four-module structure that spans four weeks. This design was inspired by the 5E instructional model, which includes engagement, exploration, explanation, elaboration, and evaluation, ensuring that the lessons are both comprehensive and engaging.

“Although the opportunity to foster children’s privacy and security literacy through classroom instructions has raised attention, there remains a lack of concrete, age-appropriate, and easily adoptable educational materials on these topics for young children in elementary schools,” said lead researcher and PhD student, Lan Gao. “Therefore, our team developed these micro-lessons designed to meet classroom requirements, support children’s learning needs, and align with teachers’ instruction routines.“

Some of these micro-lessons focus on creating strong passwords. For example, students participate in an interactive activity where they compare simple passwords with more complex and secure ones. They learn methods for building strong passwords using combinations of letters, numbers, and special characters and practice creating their own through guided activities. Another lesson delves into digital citizenship, teaching students about responsible online behavior. Children engage in discussions about the consequences of sharing personal information online and participate in role-playing scenarios to practice safe and respectful online interactions.

One notable micro-lesson involves using a design prototype of the popular online platform Roblox to simulate real-life online interactions and address the issue of cyberbullying. The session is designed for upper-grade students (grades 6-8) and guides them through the following key elements: The session begins with a discussion about Roblox and how it’s an online platform where people interact and play games. This familiar context helps students relate to the lesson content. Warm-up questions prompt students to share their favorite games and devices used to play Roblox. Students learn that, similar to real life, unkind or hurtful behavior can occur in online games, known as cyberbullying. The lesson uses Roblox as a case study to explore these behaviors and discuss real-life parallels.

“I remember showing them the Roblox and they’re like, `Oh I’ve seen that before.’ They had some good connections so it was easier to relate and how to not cyberbully people,“ said one teacher participant recalling their experience on conducting the Roblox activities with their class.

The class then divides into pairs or small groups to discuss and evaluate different response scenarios presented on screens or personal devices. Each group shares their opinions with the class, followed by a facilitated discussion on appropriate and inappropriate responses within the context of Roblox. The lesson concludes by listing appropriate responses to cyberbullying, emphasizing kindness, reporting or blocking bullies, and seeking help from trusted adults.

The final design of these micro-lessons allows for remarkable flexibility, with short 15-20 minute activities that can be taught individually or over three days to cover one topic. The objective is to foster conversations among children about digital privacy and security from a young age, with a focus on developing critical thinking and critical data literacy skills. These micro-lessons build on each other, allowing different grade bands to revisit and deepen their understanding through ongoing discussions and activities. Teachers have the flexibility to adjust the timing and activities to fit their classroom needs while maintaining core concepts.

The societal impact of this research is substantial. By equipping children with the skills needed to manage their privacy and security online, these micro-lessons aim to create a generation of digitally literate citizens capable of navigating the complexities of the digital age. For instance, consider how widespread issues like cyberbullying have impacted teenagers globally, leading to severe emotional distress and even contributing to tragic outcomes in some cases. Associate Professor Marshini Chetty who oversaw this research believes these micro-lessons could play a pivotal role in mitigating such issues by teaching students from a young age about responsible online behavior and respectful interactions.

“We believe it’s better to help children learn about digital privacy and security in elementary school rather than waiting till later in their schooling when they are already navigating challenging online situations such as on social media.“

Additionally, the rise of data breaches and identity theft highlights the importance of digital literacy; by learning how to create strong passwords and safeguard their information, students can better protect themselves against such threats. This initiative not only benefits students but also supports teachers’ professional growth, enhancing their awareness and ability to address digital risks in their classrooms.

“With limited time to devote to these topics, we believe the micro-lesson format is a viable way to begin discussions with children about digital privacy and security whenever there are opportunities to discuss these topics in the school day,” continued Chetty. “Our goal is help kids to develop agency around these topics as they mature into digital citizens in our ever-connected world.“