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

   Florence Martin, Julie Bacak (June 2023, Journal of cybersecurity education research practice)

   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. 

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2. Uncovering Privacy and Security Challenges In K-12 Schools

   https://doi.org/10.1145/3544548.3580777  

   Chanenson, J.; Sloane, B.; Morrill, A.; Chee, J.; Rajan, N.; Huang, D.; Chetty, M. (January 2023, Human factors in computing systems)

   Increased use of technology in schools raises new privacy and security challenges for K-12 students---and harms such as commercialization of student data, exposure of student data in security breaches, and expanded tracking of students---but the extent of these challenges is unclear. In this paper, first, we interviewed 18 school officials and IT personnel to understand what educational technologies districts use and how they manage student privacy and security around these technologies. Second, to determine if these educational technologies are frequently endorsed across United States (US) public schools, we compiled a list of linked educational technology websites scraped from 15,573 K-12 public school/district domains and analyzed them for privacy risks. Our findings suggest that administrators lack resources to properly assess privacy and security issues around educational technologies even though they do pose potential privacy issues. Based on these findings, we make recommendations for policymakers, educators, and the CHI research community. 

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3. How to Grow a K-12 Computer Science Pathway: Advice from Midwest School Districts

   https://doi.org/10.1145/3704637.3734759  

   Treichel, Christa; Rosato, Jennifer (July 2025, ACM)

   Problem. As school districts develop K-12 computer science pathways, they seek guidance and examples from other districts with established pathways. Research Question. Our research question for this project was: How have K-12 school districts in a Midwest state built and implemented a K-12 CS pathway? Methodology. We conducted virtual interviews with 15 representatives from 11 Midwest school districts on developing CS pathways, using a semi-structured protocol and thematic analysis. Findings. CS pathways are often initiated by champions, frequently beginning in high school and progressing to elementary then middle school. CS teachers find it challenging to meet, a variety of funding sources are used, and equity often focuses on student enrollment. Implications. Many school districts need to create CS pathways while others continue to build and refine their pathways; many of whom desire support in that process. The findings can be used by districts, support organizations and policymakers to inform the development of CS pathways. 

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4. Middle School Students’ Social Media Use

   Martin, Florence; Wang, Chuang; Petty, Teresa; Wang, Weichao; Wilkins, Patti (January 2018, Educational technology society)

   Cyber bullying, digital identity, impact of digital footprints, and use of inappropriate social media are topics that are gaining attention in K-12 schools. As more schools and school districts are implementing 1-1 and “bring your own technology” initiatives, attention to these topics is becoming increasingly important. A total of 593 middle school students were surveyed about digital footprints and concerns about social media. The results show that 17% started using social media at age nine or younger, 40% accepted friend requests from people they do not know, and 40% reported that their parents did not monitor their social media use, which calls for the needs of cyber-security education. These middle school students reported using social media most often to connect with their friends, share pictures, and find out what others are doing. They indicated that Instagram (27%), SnapChat (25%) and YouTube (25%) were their most used social media sites. These students have concerns about social media due to inappropriate postings, getting hacked, getting their feelings hurt, lack of privacy, inappropriate pictures, bullying, negativity, and stalkers. This study informs teachers, administrators, technology facilitators and parents on social media use by students. 

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5. FOUR CORNERS NOYCE PROGRAM

   O'Brien, A.; Choate, J. (July 2019, NSF Noyce Summit 2019)

   The Four Corners Noyce Program seeks to encourage talented science, technology, engineering, and mathematics (STEM) majors and professionals to become high school mathematics and science (including engineering and computer science) teachers in the Four Corners area. The geographic area includes both tribal and public K-12 school districts. The program seeks to serve high schools in these districts. 

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