The Personal Information Protection Act (2003) has been, at times, the absolute bane of my existence. It has required me to ensure that my students’ parents have consented to the disclosure of their personal information, usually a name, email address and birthday to a variety of third parties. These “third parties” are usually names that we are all familiar with – Google, Apple, Microsoft, etc, but at times are less familiar to parents such as Edmodo, Glogster and PowToon.
I say that this legislation has been the bane of my existence “at times” simply because I do actually agree with the restrictions in place – it is important that we as educators consider who is getting the information we disclose in the course of our educational duties. I am thankful that I do not have the added restriction that public bodies have under the Freedom of Information and Protection of Privacy Act (FIPPA)(1996) of having to ensure that the personal information is stored only in Canada. While FIPPA (1996) does allow for permission to be given with respect to moving the information outside of Canada, it must be given in each case and for every tool, thus making it unwieldy in the classroom. As Hengstler (2013) discusses, each instance of personal information disclosure requires 7 pieces of information for each tool that will be used in the classroom. This will require a signature on each document, with the potential for many tools and thus many documents.
The independent schools I have worked at have ensured that parents understand the information we will collect will be used, at times, to connect their child with social media. This has been consented to at the beginning of the year and teachers are then free to utilize a number of social media sites as required. The two schools I have recently worked in would fall under Hengstler’s (2014) “Establishing Compliance” section of her continuum.
The largest challenge is ensuring that all parents have signed and agreed to the disclosure of this information – in the event they disagree with the collection and disclosure, alternatives need to be in place for students. These alternatives can cause difficulty for a teacher, or possible embarrassment for the student in class, and thus must be considered before being implemented. I have found that a discussion with parents about the benefits of the social media tool tends to alleviate any concerns they may have with respect to the disclosure of the information.
References:
Hengstler, J. (2013). A K-12 primer for British Columbia teachers posting students' work online. Retrieved from https://d2l.viu.ca/content/enforced/56545-EDUC_OLTD506_W70_F2014/foundations_boundaries/Primer%20on%20Posting%20Minor%20Students%20Final.pdf?_&d2lSessionVal=owuyDLquoQtQ2J6zxAKY6hzMV&ou=56545
Hengstler, J. (2014). "The Compliance Continuum: FIPPA & BC Educators". Retrieved from https://www.dropbox.com/s/ridcqq14a7k9543/Compliance_Continuum_5_06_14-1.pdf
Freedom of Information and Protection of Privacy Act, RSBC 1996, c.165, online: BC Laws: Current Consolidated Law < http://www.bclaws.ca/Recon/document/ID/freeside/96165_00>.
Personal Information Protection Act, SBC 2003, c.63, online: BC Laws: Current Consolidated Law < http://www.bclaws.ca/Recon/document/ID/freeside/00_03063_01#part4>.
I say that this legislation has been the bane of my existence “at times” simply because I do actually agree with the restrictions in place – it is important that we as educators consider who is getting the information we disclose in the course of our educational duties. I am thankful that I do not have the added restriction that public bodies have under the Freedom of Information and Protection of Privacy Act (FIPPA)(1996) of having to ensure that the personal information is stored only in Canada. While FIPPA (1996) does allow for permission to be given with respect to moving the information outside of Canada, it must be given in each case and for every tool, thus making it unwieldy in the classroom. As Hengstler (2013) discusses, each instance of personal information disclosure requires 7 pieces of information for each tool that will be used in the classroom. This will require a signature on each document, with the potential for many tools and thus many documents.
The independent schools I have worked at have ensured that parents understand the information we will collect will be used, at times, to connect their child with social media. This has been consented to at the beginning of the year and teachers are then free to utilize a number of social media sites as required. The two schools I have recently worked in would fall under Hengstler’s (2014) “Establishing Compliance” section of her continuum.
The largest challenge is ensuring that all parents have signed and agreed to the disclosure of this information – in the event they disagree with the collection and disclosure, alternatives need to be in place for students. These alternatives can cause difficulty for a teacher, or possible embarrassment for the student in class, and thus must be considered before being implemented. I have found that a discussion with parents about the benefits of the social media tool tends to alleviate any concerns they may have with respect to the disclosure of the information.
References:
Hengstler, J. (2013). A K-12 primer for British Columbia teachers posting students' work online. Retrieved from https://d2l.viu.ca/content/enforced/56545-EDUC_OLTD506_W70_F2014/foundations_boundaries/Primer%20on%20Posting%20Minor%20Students%20Final.pdf?_&d2lSessionVal=owuyDLquoQtQ2J6zxAKY6hzMV&ou=56545
Hengstler, J. (2014). "The Compliance Continuum: FIPPA & BC Educators". Retrieved from https://www.dropbox.com/s/ridcqq14a7k9543/Compliance_Continuum_5_06_14-1.pdf
Freedom of Information and Protection of Privacy Act, RSBC 1996, c.165, online: BC Laws: Current Consolidated Law < http://www.bclaws.ca/Recon/document/ID/freeside/96165_00>.
Personal Information Protection Act, SBC 2003, c.63, online: BC Laws: Current Consolidated Law < http://www.bclaws.ca/Recon/document/ID/freeside/00_03063_01#part4>.