Internet Privacy for High School Term Paper

Pages: 40 (12595 words)  ·  Bibliography Sources: ≈ 23  ·  File: .docx  ·  Level: College Senior  ·  Topic: Education - Computers

This approach also erected on the special qualities of the Internet. The global attribute of the Internet and its decentralized nature confine the effectiveness of conventional government control. And the capability of interactivity of Internet permits the consumers to empanel their ideas instantly and precisely, radically enhancing the likelihood that the marketplace will search the optimal balance between data safeguard and freedom of information values. (Wellbery; Wolfe, 1998)

Secured Internet Access specifically in schools and public libraries continues to be of much concern. Many of the schools and districts are interested in placing the student information online to foster the community relations and make easier the internal communications. A district may like to apply its Web site to demonstrate its effectiveness with the community. The schools may generate an intranet or internal network to make the most of communications among the student and staff. When such forms of communication are utilized to post personally detectable student information, the student privacy rights are associated. (Baskin; Surratt, 2001)

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A rapid view at the Web indicates that there exists a minimum of 50 million URLs ready to be browsed through Yahoo, Lycos, Web Crawler and similar search engines. Much to add there are over 3000 colleges and universities spread over 80 countries with home pages- depicting an enhancement of 15% over the last four months. Such pages are non-duplicative 'official' pages -- sites that indicate the institution in a public way. Such sites may indicate links to other pages incorporating fiscal policy statements, admissions and curriculum information, calendars, phone books and similar information. The Princeton University to illustrate has about 120 Departmental pages varying from admissions through its writing program while the University of California-Berkeley home page lists and narrates 300 departmental and unit pages. Besides, their official Web pages, colleges and universities safeguard a much wider and unquantifiable number of 'unofficial' pages: personal pages generated by faculty, staff, and students.

Term Paper on Internet Privacy for High School Assignment

These personal pages are quite unique and incorporate extensive variation of the quantities and types of materials; they sometimes include the connection to other pages around the globe. (Cartwright, 1996) The embarrassment that we face with this shift in standard in based on the fact that there have been several abuses of the Internet. Students were found to provide confidential information about themselves and their family members to the vendors or others who have no right to access such data; persons with exploitative nature entice their preys to isolated meeting spots; half truths are provided to the public. Normally the educators and parents never desire that their children come across any thing considered harmful, however simultaneously the media and politicians have capitalized on such incidents to enhance their own interest. (Brooks-Young, 2000)

Relying on the mode of configuration of a school system the parent can prospectively monitor the unexcused absence of their children. They can visualize the grades on all tests, quizzes and homework assignments, along with the present overall grade and descriptions of imminent homework assignments. They can collect such information by e-mail and find out discipline warnings when their children were attempting to disturb classes. Presently, a minimum of 6500 schools nationwide have fixed Web-based software with electronic-leash capability. It is practically used in middle schools and high schools where grades and attendance are more of an issue than in the lower grades. The list incorporates campuses in Los Gatos, San Jose's East Side Union High School District and the Loma Prieta district in the Santa Cruz Mountains, in Santa Clara County. (Suryaraman, 2003)

Variations thus even when it is positive always generates imbalance, and the area of Internet usage is growing at an unprecedented rate. (Brooks-Young, 2000) The induction of new advanced technology into admissions, registrar's, bursar's, monetary aid, and student counseling offices has reduced paperwork, restructured administrative functions and made access to information more proficient. However, with those conveniences, information technology specialists dealing with higher education caution that virtual learning and administrative settings create a still increased danger to student privacy protection, especially outside the campus limits. (Yates, 1999)

The increasing understanding of online predators has concentrated parental and governmental attention on the potential threats of the Internet entails to the children and the natural necessity for protection. Specifically, many parents and privacy advocates realize privacy regulations necessary to safeguard children from diffusing information about themselves and their families. However, the control of Internet use is equivalent to censorship. The commentators and advocates do not convince over the authority to safeguard the children from the potential threats of the Internet -- the government, the Internet industry, or parents and whether there is necessity for the safeguard at all. The conclusion as to which group is required to control is intricate not only by the legality of authorizing such power to one group but more significantly, by which group would be the most successful safeguard. Many advocate that the government is not required to have any power to control the Internet; others believe that government regulations will foster new technological advances since people are required to be creative to conform to new laws. The Internet, as per some, can control itself better than any legislative action. Others contradict on the ground that government is not confronted with similar economic considerations that approach to exhausted industry regulations. (Hersh; Fordham, 2001)

The Internet is a specific industry in that it contains different communities of users each sharing varied beliefs about the acceptability of behavior and concepts. People come across Internet in varied ways than other previously regulated media. Unlike radio or television, with which a child necessitated only turn a switch to be stormed with information on the Internet a child must make cognizant effort to intervene with someone or something. Contrary to a dial-a-porn phone lines the access to which is discouraged by the parents the children are generally encouraged by the parents to use Internet. Such interaction is more like the real world and in such way it is hard to control. The control of Internet communication is more like attempting to control whom the children can speak with on the street or playground. (Hersh; Fordham, 2001) Students have their own privacy rights in relation to the Internet.

Privacy is a specifically personal right that represents the individual liberty from intrusion. Safeguarding privacy implies making certain that information about individuals is not revealed without their consent. The liberty of students to maintain privacy is infringed when the personal information is revealed to others without their permission or when he or she is required by others, who are not legally authorized, to disclose the personal information. The confidentiality indicates regulation of the revelation of information only to authorize individuals the privacy indicates safeguard from personal intrusion. The High School students and their parents assign the schools their personal information with the anticipation that the information will be applied by the school authorities to cater to the requirements of the students effectively and efficiently. The school districts maintain and use personal information for varied educational purposes while students are in schools. To safeguard the privacy of the students and their families, agency and school staff are legitimately and morally liable for protecting the student information. (Section 1: A Primer for Privacy)

The privacy laws give rise to instituting the regulations that education agencies and schools required to follow so that the information about children is offered only to personnel those are authorized to come across such information. The laws were enacted by the U.S. congress to make the parents certain about the liberty of accessing information to their children while permitting the education officials the flexibility they necessitated to apply the information in making decisions that serve the children well. The Federal and state privacy legislations relating to students in elementary and secondary schools are based on the concepts of general law and privacy guarantees revealed in the U.S. Constitution. The Communication Decency Act -- CDA of 1996 and the Child Online Protection Act COPA of 1997 addressed the protection of children from exposure to obscene materials. All these laws make the government obligatory to control the regulatory concerns on the Internet. In reaction to such acts, the Child Online Privacy Protection Act of 1998 -- COPPA was legislated in April 21, 2000 to address the different problem- privacy. (Hersh; Fordham, 2001)

COPPA extends more liberation to parents permitting them to select whether or not their children can access sites, in a way that is similar to control of other industries. However, it still exerts much of the incidence of regulation on website providers and the government that leads to parental complacency. COPPA is not the solution; it is just the latest failed attempt at statutory regulation proving self-regulation to be much preferable to less useful statutes. (Hersh; Fordham, 2001) The objective of the Family Educational Rights and Privacy Act-FERPA was to deter the school districts from delivering the education records… [END OF PREVIEW] . . . READ MORE

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How to Cite "Internet Privacy for High School" Term Paper in a Bibliography:

APA Style

Internet Privacy for High School.  (2005, April 17).  Retrieved July 14, 2020, from

MLA Format

"Internet Privacy for High School."  17 April 2005.  Web.  14 July 2020. <>.

Chicago Style

"Internet Privacy for High School."  April 17, 2005.  Accessed July 14, 2020.