Keystroke Monitoring: Principals' Power Over Teachers' Computers?

The use of keystroke monitoring software in schools has sparked a debate about student privacy and the role of technology in education. While some argue that it is an invasion of privacy, others highlight its benefits for remote learning and student discipline. As the line between home and school blurs with remote learning, the question of whether principals can put keystroke monitoring on teachers' computers becomes more complex. This paragraph introduces the topic and sets the context for further discussion on the ethical, legal, and educational implications of keystroke monitoring in schools.

Teachers' concerns about principals monitoring their computers

Teachers have expressed concerns about principals monitoring their computers, and this issue has become more prominent with the rise of remote learning. While some teachers use monitoring software productively, others worry about the invasion of privacy and the impact on students' learning.

One concern is that monitoring software can blur the line between home and classroom, with teachers having an insight into students' personal spaces. This can make students feel like they are being constantly watched, which may impact their creativity and expression. Additionally, teachers worry that students may hold back or approach assignments differently if they know their parents are also monitoring them. This could hinder their academic risk-taking and self-expression.

Another concern is the potential for disciplinary action and law enforcement contact as a result of monitoring. Teachers worry that certain groups, such as those with disabilities, racial minorities, and LGBTQ+ youth, may bear the brunt of unintended consequences. For example, students with disabilities may feel pressured to suppress their true thoughts if they know they are being monitored.

Teachers also worry about the impact of monitoring on students' mental health, especially in light of the recent overturning of Roe v. Wade. Students seeking reproductive health information or gender-affirming care may now face additional risks of being monitored or flagged for law enforcement in states with restrictive laws.

Finally, some teachers feel that monitoring software gives a false sense of security and kills curiosity. They believe that relying solely on technology to identify at-risk students may hinder the development of relationships and trust between teachers and students.

Parents' monitoring of their children's laptops during class

Parents monitoring their children's laptops during class has become a source of frustration for teachers, with some educators reporting that it is causing distractions during class time. According to an EdWeek Research Center survey of 868 teachers, principals, and district leaders, one in five reported that parents were remotely monitoring their children's laptops during class at least once a month. Overall, 37% said that parents had remotely monitored their children's laptops in school at some point, with 20% saying it happened at least monthly.

Liz Shulman, a high school English teacher in Illinois, shared that parents' remote monitoring of their children's laptops made her uncomfortable. She believes that the classroom should be a space for students to take academic risks and express themselves freely, without the surveillance of parents. Shulman worries that the presence of parental monitoring might cause students to hold back or approach assignments differently. She also raised concerns about parents misinterpretating the lessons if they are only observing random parts of the class.

Some experts suggest that the trend of parental monitoring may be a holdover from the pandemic when remote learning blurred the boundaries between home and classroom. Aaron Pallas, a professor of sociology and education, suggests that it could also be a result of the pressure that today's parents, particularly middle-class parents, feel to give their children a competitive advantage.

To address this issue, educators are advised to communicate and collaborate with parents to understand their motivations for monitoring. By identifying the root cause, schools can work with parents to find alternative solutions that respect the classroom environment while also addressing parental concerns.

Teachers' use of software to monitor students' laptops

Monitoring software provides teachers with a live view of each student's screen during class, allowing them to track their progress, ensure they stay on task, and provide personalized assistance. Additionally, teachers can use the software to share their screens, record activity, control computers, limit internet usage, and block applications.

Proponents of monitoring software argue that it helps replicate traditional classroom practices, such as circulating the classroom to ensure students are on task and providing personalized help. It also enables teachers to provide efficient feedback to students and quickly identify those who need additional support.

On the other hand, critics argue that the level of surveillance enabled by these tools is excessive and intrusive. Some parents and students feel that the monitoring extends beyond the classroom and blurs the line between home and school. There are also concerns about the potential for misuse, with some students reporting being disciplined for harmless activities or having their private information shared with law enforcement.

While the use of monitoring software in schools continues to spark debate, it is important to note that its effectiveness and impact are still being researched and understood. As technology plays an increasingly integral role in education, finding a balance between utilizing these tools and respecting students' privacy will be crucial.

Teachers' concerns about parents surveilling them

Teachers have expressed concerns about parents surveilling them through their children's laptops. This phenomenon has been attributed to the normalisation of parental surveillance during the pandemic and remote learning. Teachers worry that this intrusion may negatively impact their students' learning and expression in the classroom. They also fear misinterpretation of their teaching methods by parents who are only observing fragments of lessons.

Liz Shulman, a high school teacher in Illinois, expressed discomfort with the idea of parents monitoring her classroom, stating that she believes in the "sanctity of the classroom space as a place for students to take academic risks and be free of surveillance so they can express themselves". She worries that students will hold back or approach assignments differently if they know their parents are watching. Shulman also highlights the potential for parents to misinterpret her teaching methods if they are only observing random parts of her lessons.

Other teachers have reported similar concerns, with one teacher from Ohio, Chris Carman, expressing offence at the disregard for his privacy. He highlights the importance of obtaining prior consent and having open communication with parents about monitoring tools.

The normalisation of parental surveillance has been linked to the increased accessibility of technology and a desire to stay connected with children. However, experts suggest that it may be detrimental to children's development and their relationship with their parents. Aaron Pallas, a professor of sociology and education, notes that this behaviour may be driven by the pressure on parents to give their children a competitive advantage in a challenging academic landscape.

While parental surveillance may be well-intentioned, it raises important questions about privacy, trust, and the potential impact on students' learning and expression. Teachers emphasise the need for clear communication and boundaries to ensure that surveillance does not hinder the educational experience and invade the privacy of both students and teachers.

Teachers' beliefs in the sanctity of the classroom space

The use of tools like Securly Classroom and GoGuardian Teacher has sparked debates about privacy and the role of technology in education. Some parents and students express discomfort and feel that the surveillance is invasive, especially when it extends to personal devices and outside of school hours. Others argue that monitoring is necessary to ensure students are on task and to provide personalized support.

Educators and researchers have differing opinions on the effectiveness of computers in the classroom. Some believe that technology is essential for preparing students for a technological world, while others argue that it can be a distraction from the real development tasks at hand. There is also a concern that the push for computer education may be driven by profit motives rather than educational benefits.

The debate around the sanctity of the classroom space is further complicated by the lack of clear research on the effectiveness of computer learning. While some argue that technology can engage and motivate students, others question whether it leads to better learning outcomes. Ultimately, finding a balance between utilizing technology and preserving the sanctity of the classroom space remains a challenge for educators and administrators.

Regarding the question of keystroke monitoring, it is important to note that while I did not find specific information on whether principals can put keystroke monitoring on teachers' computers, the ethical and legal implications of such monitoring are worth considering. The use of any form of electronic monitoring, including keystroke monitoring, would likely raise similar concerns about privacy and the sanctity of the classroom space, regardless of whether it is directed at students or teachers.

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