SOK:young children’s cybersecurity knowledge, skills & practice: a systematic literature review

The rise in children’s use of digital technology highlights the need for them to learn to act securely online. Cybersecurity skills require mature cognitive abilities which children only acquire after they start using technology. As such, this paper explores the guidance and current curriculum expectations on cybersecurity aspects in Scotland. Additionally, a systematic review was undertaken of the literature pertaining to cybersecurity education for children on a wider scale including papers from around the world, with 27 peer reviewed papers included in the final review. We discovered that most research focused on assessing children’s knowledge or investigating the efficacy of interventions to improve cybersecurity knowledge and practice. Very few investigated the skills required to carry out the expected cybersecurity actions. For example, high levels of literacy, mature short- and long-term memory, attention, and established meta cognition are all pre-requisites to be able to carry out cybersecurity activities. Our main finding is that empirical research is required to explore the ages at which children have developed essential cognitive abilities and thereby the potential to master cybersecurity skills

Measuring cyber secure behavior of elementary and high school students in the Netherlands

School systems may pay attention to the fact that individuals and companies using smart devices are increasingly at risk of becoming victims of cybercrime. The literature on how effective students in developed countries such as the Netherlands are taught about cyber security skills during their school career is scarce. Although curriculum materials are available, scaling up computer science education is behind. Therefore, this study explores to what extent Dutch students develop cyber secure behavior at elementary and high school. A questionnaire was used for self-assessment of cyber security behavior. After the questionnaire was completed, two group interviews were conducted to improve the interpretation of the questionnaire results. The study findings revealed that the Dutch school curriculum hardly pays attention to this topic and that students acquire their online behavior mainly through experience, instructions on the internet, through parents, and through siblings. In addition, many students developed more reckless behavior over time. We recommend that cyber security education should start at elementary school as soon as children begin to use online equipment. A subject that deserves special attention is recognizing phishing emails and phishing websites. The learners should be convinced that risky behavior on the internet may turn against them and against the organization to which they belong

The Future of the Internet

Presents findings from a survey of technology leaders, scholars, industry officials, and analysts. Evaluates the network infrastructure's vulnerability to attack, and the Internet's impact on various institutions and activities in the coming decade

Cybersecurity Awareness Shrewsbury Public Schools

In the 21st Century, technology reaches every aspect of our lives. As “digital citizens” we must be aware of the dangers both to our technological equipment and our personal information stored, transmitted, and processed on this equipment. The Cybersecurity Awareness curriculum developed for the Shrewsbury Public School district is designed to meet this need, as well as foster an interest in technology and ethical computer use

Examination of Cybersecurity Technologies, Practices, Challenges, and Wish List in K-12 School Districts

With the growth in digital teaching and learning, there has been a sharp rise in the number of cybersecurity attacks on K-12 school networks. This has demonstrated a need for security technologies and cybersecurity education. This study examined security technologies used, effective security practices, challenges, concerns, and wish list of technology leaders in K-12 settings. Data collected from 23 district websites and from interviews with 12 district technology leaders were analyzed. Top security practices included cloud-based technologies, segregated network/V-LAN, two-factor authentication, limiting access, and use of Clever or Class Link. Top challenges included keeping users informed, lack of buy-in from staff and decision-makers, lack of expertise to implement modern best practices, and cost of resources. Top concerns included possible cyberattacks, leaked student data, and lack of user awareness. Finally, their wish list included technology personnel, access to Clever of Class Link, external system diagnostic checks, professional development for staff, and replacing aging infrastructure. The findings have implications for K-12 administrators, technology leaders, and teachers

Biometrics in schools: the role of authentic and inauthentic social transactions

Biometrics have always been part of the social world, but it is only recently that we have moved from an instinctive human model of recognition to a digital one. Recent scientific developments in the field have been capitalised upon by the commercial sector and exploited in various respects by school administration systems, with biometrics becoming comparatively widespread in UK and US schools. This brings both advantages and disadvantages as biometrics begin to change the fundamental relationship between institutions and the children in their care. This paper discusses the current state of research in terms of biometrics and social identity, the impact of commercial pressures to adopt biometric systems, and the growing relationship with data privacy issues. It analyses potential problems surrounding unproblematic adoption, and discusses how this might inform future data privacy policies. Additionally, in the paper, I identify three key social issues relating to biometric use in schools, and offer a theory of social exchange, building on the work of Homans. This includes a classification of authentic versus inauthentic transations, in the democratic sense. Finally, the paper identifies biometrics as an area of social (and legal) risk for the future