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IT security in the classroom
In the past, safety concerns in the classroom were limited to chairs collapsing and tripping. Today, with the advent of digital media in the teaching and learning process, teachers are also required to ensure the digital safety of their pupils and their data. This page explains how you, as a teacher, can do this and what you should pay attention to in the classroom.
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You will find these topics on this page:
- What digital risks are there in the classroom?
- How can pupils research information safely on the internet, and why is fact-checking important?
- Can a smartphone be confiscated if it disrupts lessons?
- What should you look out for when choosing apps for teaching?
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Topic
Data protection and digital risks in the classroom
It all starts with raising awareness. In this case, awareness of how to use digital media and devices safely in the classroom. Specifically, this means educating your pupils about the risks of phishing and malware and showing them how to protect themselves and the infrastructure from digital threats.
Cybersecurity is an important issue, especially in schools, because children and young people deserve special protection.
As a teacher, find out how you can protect your pupils' privacy and data in further training courses and pass on the necessary knowledge to your pupils. A series of workshops/lessons in class is a good way to do this, as it allows for ongoing training.
You should address the following topics in class:
Passwords and two-factor authentication
Teach your pupils what constitutes a secure password and what does not, and only select applications and providers that offer two-factor authentication for use in lessons.
Protection of personal data
Explain to your pupils why it is important for them to protect their own personal data. Describe the dangers that could arise if confidential data falls into the wrong hands.
Use of external storage media
Discuss with your pupils what they should look out for when choosing external storage media. Encourage them to always protect these media and stored content with a password.
Closed vs. open systems
Describe the difference between closed and open systems and how this relates to the school's IT network. Please note: even closed systems are not safe from cyber attacks!
Phishing and malware attacks
Remind your pupils not to click on links or attachments from dubious email senders, and show them how they can expose phishing.
Security vulnerabilities, e.g. on learning platforms
Cybercriminals are constantly on the lookout for security vulnerabilities. Software updates close any security gaps in a timely manner. For this reason, it is important that your students always keep the learning software on their tablets and/or laptops/computers up to date.
IT security guidelines for teaching
Discuss and take into account your school's IT security guidelines in class and clarify any questions your pupils may have.
Tools with data hunger
As a general rule, if an online service is free, we pay for it with our data. Explain this principle to your pupils and look for examples of this together in class.
Topic
Accurate online research
How can online search engines such as Google be used effectively and safely in the classroom? What needs to be considered?
Search engines such as Google usually provide a wealth of answers to queries. The challenge lies in narrowing down the answers with the question itself: ask the right questions to get the right answers.
Here's how it works:
1. Clarify the task
What do we want to know? What should the result be? What form do we need?
Example: We want to know whether aquatic organisms breathe and how this respiration works.
2. Identify keywords
What terms should we use for this? How can we steer the search engine in the right direction?
Example: Keywords could include respiration, gas exchange, air, gills, fish or aquatic life.
3. Get an overview
Which aspects and topics influence the question? What sources are available, and how well researched is the topic? Which topics are relevant for answering the question?
Example: biology of fish, specialist knowledge of respiration, etc.
4. Exclude topics
Are there any topics that search engines might confuse? How can such misunderstandings be ruled out?
Example: We are not referring to marine mammals and amphibians. We also want to exclude diving, oxygen tanks and submarines.
5. Formulate the search query
Now it's time to start searching the web: Use the results from steps 1-4 to formulate a search query for search engines such as Google or Bing. Make sure to use a long-tail keyword that is as specific as possible (i.e. a keyword that only contains the most necessary additional information) or a short, concise question.
Tip: Search engines such as Google do not like long sentences like the prompts for generative artificial intelligence. It is better to keep it short and query the keywords you have identified in a targeted manner.
Examples: Respiration of aquatic organisms from a biological perspective; How do aquatic organisms breathe?
6. Only select URLs with https://
To ensure that you do not infect your device with malware when searching the internet, it is advisable to only click on URLs in the list of search results that have https://, i.e. that are SSL-encrypted. (Fortunately, this is the case for most websites today.)
Example: https://www.wwf.ch/de
7. Reduce to the 5 most productive sources
Which sources have comprehensive knowledge of the topic? Which sources have the necessary expertise to provide a comprehensive answer? What are the most recent sources? Very often, the quality of a search result can also be determined by its URL.
Example: A link to www.wwf.ch is likely to be more useful than www.aquarium-channel.com.
8. Cross-check
Are there other sources, media or individuals who can confirm the accuracy of the information?
Example: Atlas in the classroom, biology textbook, expert at the school, etc.
9. Save sources
Save all sources that you have rated as good in a list or source directory so that you can easily find them again.
Example: bookmarks in your browser, list in a Microsoft Word or Excel file, etc.
Tip: Press Ctrl+D (Windows) or Cmd+D (Mac) to save the page as a favourite.
ZEBIS: Exercise sheets on research techniques
Zebis – the portal for teachers provides worksheets for searching for information(opens in new tab) on the Internet. Various research techniques and search strategies are discussed.
Research with AI language models such as ChatGPT
While search engines actively crawl the internet using so-called crawlers, generative artificial intelligence systems usually formulate their answers based on their training or on probabilities (note: there is now also AI that crawls the internet live using crawlers, but the answers are still based on probabilities). It is therefore very important to double-check the results. It is always better to double-check information.
Tip: Ask the language model about the sources used and check for yourself whether the AI has understood everything correctly.
Topic
Fact check: Is this true?
Both paper and the internet record everything that is written on or in them. However, this does not necessarily mean that it is true. Especially when researching on the internet, fact-checking is essential to protect yourself from fake news.
By working with search engines and AI tools, children also learn to distinguish facts from fake news. Ideally, you should address this topic in the context of research tasks in class.
Suggested task: Compile a selection of different news items from the internet, mixing true and false information. Print out these news items or create a digital list of links that the pupils can use to access the news items on the internet. Discuss together in class which points indicate that the news items are true and which aspects point to fake news.
How to fact-check:
Check source
Is there a source for the report? If so, that's good. Nevertheless, it is important to investigate: Does the source really exist and is it credible? Or was it created just for this one report?
Relevance to topic
Does the subject of the report match the source?
Check author
Who wrote the report? Is it a real person or institution? Valuable information on this can be found, for example, in the mandatory legal notice on a website.
Also: Is there more information about the author? Do they have the necessary expertise to publish plausible information? Are there any references?
Check cross-references
Do other sources confirm the information? Do other sites perhaps even reference this site?
Is the report objective?
Is the information presented in a rather sober and factual manner, or in an emotionalised and visually exaggerated way?
Is it up to date?
When was the report published? Is the information it contains still up to date? Is there perhaps already new research or information available?
Topic
Is this app suitable for teaching?
Digital apps can enrich teaching in many ways. But which apps are suitable for this purpose? For data protection reasons in particular, it is worth taking a close look when choosing apps.
If you are planning to introduce a new app in the classroom, examine it thoroughly in advance. The Navigator from educa provides a good guide to suitable digital tools for schools and teaching.
You should clarify the following before using the app in class:
Are there any requirements set by the school?
Has my school or local authority and county issued guidelines and recommendations on which apps may or should be used in lessons?
Does the app complement my lessons in a meaningful way?
Has my school or local authority and county issued guidelines and recommendations on which apps may or should be used in lessons?
How is the app used?
Is the app accessible online and/or offline? On which devices can the app be used – are there both desktop and mobile versions? Can the app be used by several pupils at the same time with a single account? Is it necessary to obtain parental consent for use?
How much does the app cost?
How transparent is the provider about costs? With free offers, users usually pay with their data. So be particularly careful here.
What data is stored and where?
Is personal data or other sensitive data stored in the app? If so, what kind? Where is the server located? What are the provider's data protection regulations, and is the stored data shared with subcontractors?
Does the app use AI or other new technologies?
Is personal data or other sensitive data stored in the app? If so, what kind? Where is the server located? What are the provider's data protection regulations, and is the stored data shared with subcontractors?
Is there a minimum age for the app?
Check the application's terms of use to see whether it is suitable for the age group of your pupils.
educa application checklist
educa, the specialist agency for ICT in education, has compiled a comprehensive checklist of what to look out for when choosing an app for teaching from a data protection perspective.
Topic
School IT or bring your own device (BYOD)?
In order to build media literacy in the classroom, a digital infrastructure is sometimes required. But what does this look like? Is it solely the responsibility of the school to provide IT, or can pupils' smartphones, for example, also be incorporated into lessons?
Opinions differ when it comes to school IT or bring-your-own-device. There are advantages to both perspectives:
Advantages of BYOD
Known operating system
If pupils bring their own devices to class, they are already familiar with them and do not need to spend time learning how to use the system. This time can instead be used for content.
Personal responsibility for equipment
When students use their own smartphones for lessons, they learn to take responsibility for their own devices. They must ensure that their smartphones are charged and available at the right time and that the necessary applications are accessible.
Seamless relocation
When students use their own smartphones for lessons, they learn to take responsibility for their own devices. They must ensure that their smartphones are charged and available at the right time and that the necessary applications are accessible.
Using smartphones instead of switching them off
When pupils are allowed to use their smartphones in class instead of having to switch them off, they also learn about the many different ways in which the device can be used and how to use it responsibly.
Cost-effective procurement for schools
When pupils use their own devices instead of the school's IT equipment in class, this means lower procurement costs for the school. It also eliminates the need for school IT maintenance, as pupils are responsible for maintaining their own smartphones.
Advantages of school IT
Quality and maintenance guaranteed
If the school is responsible for the availability and maintenance of the equipment, it can also guarantee the quality of the equipment.
Reliable equipment
The school centrally controls and organises the apps available on the devices and the necessary accessories. The school IT equipment is standardised across all devices.
Safety
If the school provides the devices, it can better protect them against external access (firewall) and inappropriate content (web filter). Installing a security component on a non-school device is only possible to a limited extent.
Smartphones vs. tablets
While bring-your-own-device usually means smartphones, school IT tablets offer clear added value, especially for group work, thanks to their larger displays.
Operating system expertise
The standardised school IT system offers teachers the advantage that they primarily only need to deal with and be familiar with one operating system.
Equal opportunities
Not all pupils or their families have the same financial means to purchase smartphones and other devices. School IT ensures equal opportunities among pupils.
Topic
What if the smartphone brought to
class disrupts the lesson?
Digital devices such as smartphones in the classroom not only bring completely new opportunities, but also challenges to teaching. What can teachers do when smartphones cause distraction, for example?
Without a legal basis, a school cannot generally prohibit pupils from bringing their own smartphones to school. However, school rules may determine what happens if smartphones disrupt lessons or school operations. Many schools have written rules on this in their house rules. What is allowed and what is not? And what are the consequences of non-compliance?
In the classroom itself, such rules serve as an important framework. It is up to the teacher to enforce these rules and to respond appropriately.
What teachers can do if smartphones disrupt lessons:
Confiscate smartphone
A smartphone may only be confiscated if it disrupts the lesson and is a clear cause of distraction. Pupils should first set the device to silent mode or switch it off to avoid further disruption.
Confiscate temporarily
A smartphone may only be confiscated if it disrupts the lesson and is a clear cause of distraction. Pupils should first set the device to silent mode or switch it off to avoid further disruption.
Store device securely
Choose a safe place, for example, set up a well-protected “smartphone garage” or “smartphone box” in the classroom.
Never search smartphone
If pupils bring their smartphones to class, as a teacher you are generally not allowed to search them.
Suspicion of criminal offence
Do you suspect that there are violent videos or evidence of cyberbullying on the smartphone, for example? Then you should inform the school management and, if necessary, the school social services. You should also talk to the parents and check the potentially inappropriate content together.
Topic
School rules: What rules apply to smartphones
brought to school?
What is appropriate when it comes to using smartphones or other digital devices at school? When may smartphones be used and for what purpose? What are the consequences of not following the rules?
In addition to general school rules, schools should draw up smartphone rules governing the use of personal smartphones at school. Before these smartphone rules come into force, teachers, parents, guardians and pupils should be informed about them. It is also advisable to review the rules regularly to ensure that their content is up to date. Inform all parties involved of any changes.
Possible rules in a school's smartphone policy:
Usage
At what times and in what places is the (private) use of smartphones permitted? Are smartphones allowed in class? Are smartphones actively used in class? Are photos and videos allowed to be taken at school/in class, and if so, what guidelines apply?
Storage
Where should smartphones be kept during lessons? Where should devices be kept during physical education lessons? Where can pupils safely store their smartphones at school?
Exceptions
What rules apply, for example, at events or on school trips?
Emergencies
What rules apply in emergencies? What situations are considered emergencies?
Consequences
What happens if the rules are not followed by pupils and/or teachers? Who checks that the rules are being followed?
Exams
What rules apply during examinations? Must smartphones be handed in, or can they perhaps even be used to solve problems, depending on the application?
Yes, smartphones can be a disruptive factor in the classroom or in the playground. But is banning smartphones really the right way to go?
"Primary schools have not only an educational but also a pedagogical mission and are ideally placed to guide children towards healthy and appropriate media use. Teachers can set an example, and schools, as responsible institutions, can prepare their pupils for all kinds of challenges. It would therefore be a missed opportunity if we did not make our children as media-savvy as possible at school."
Michael In Albon
Youth media protection officer at Swisscom
This is important
- Find out how you, as a teacher, can protect your students' data and teach the basics of data protection and privacy in your lessons.
- When conducting research using Google, AI and other tools, always fact-check and double-check crucial information.
- When choosing apps to use in class, take a close look and pay attention to data protection, hidden costs and possible uses.
- Establish clear rules (and possible consequences) regarding whether and how smartphones may be used in class.
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Further content
We have compiled further information and content on the topic of ‘IT security in the classroom’ here.
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Ask Michael
Michael In Albon is Swisscom's Youth Media Protection Officer. He is available to answer any questions you may have about IT security in the classroom.
Michael In Albon
Youth Media Protection Officer,
Head of Schulen ans Internet (Schools to the Internet) (SAI)