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Subido el 30 de agosto de 2022 por EST ADMI D.G. DE BILINGÜISMO Y CALIDAD DE LA ENSEÑANZA

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Well, good morning to everyone in this second and last webinar. 00:00:30
The first thing is to remind you, within this course of coordinators with BGEDU, 00:00:42
that you have to sign the assistance. 00:00:47
You have received an email, your email from Educamadrid, 00:00:50
in which you are indicated exactly the instructions to make that follow-up 00:00:53
and, therefore, that it is registered that you are following this session in a synchronous way. 00:01:00
It is a pleasure to be here today with Lucia Atena, 00:01:07
Delegate in the Data Protection of Public Educational Centers of the Community in Madrid. 00:01:11
Welcome. 00:01:15
Thank you. 00:01:16
Thank you very much for being with us and with Jorge Castellanos, 00:01:17
former high school professor of computer science, 00:01:19
and currently, he is also a technician in the Data Protection Delegation. 00:01:22
Thank you very much for coming. 00:01:26
Thank you. 00:01:27
Well, that's exactly what we're going to be talking about 00:01:28
throughout this little while of data protection, 00:01:31
how it affects data protection in our daily lives, 00:01:34
with our students, in our classes. 00:01:37
And I would like to divide the session into two parts, 00:01:39
one part, the most analogous, 00:01:43
which sometimes seems to be data protection, 00:01:45
because we are only talking when we talk about digital elements, 00:01:47
digital tools, platforms, 00:01:50
but really, data protection affects, 00:01:52
affects the day-to-day in many of the activities 00:01:54
we do in the development of those teaching units 00:01:57
in the classroom with our students. 00:02:01
In that sense, I would like to ask you 00:02:03
what questions we must take into account in our day-to-day 00:02:06
when we do not use the digital, 00:02:09
but that does link to the data protection law. 00:02:12
I ask the question, you can answer both, 00:02:14
you can complement and without problem. 00:02:16
Yes, of course, data protection must always be taken into account, 00:02:19
not only in the analogical field, 00:02:25
but also in the analogical. 00:02:27
We are constantly treating personal data, 00:02:31
from that we have to be very aware, 00:02:36
and we not only treat it when we upload it to platforms, 00:02:38
but also when we make a list, 00:02:41
we publish the lists, 00:02:44
when we write, for example, in the agenda of the students, 00:02:46
the agendas that go and come to the house, 00:02:50
because there we are putting personal data, 00:02:53
so we have to be aware that we are using it 00:02:56
very often, every day, 00:02:59
and I hope that throughout this talk 00:03:01
there are some points that must be taken into account 00:03:04
when doing this data treatment. 00:03:07
I don't know, I just, as a teacher, 00:03:11
this is something that we are not used to, 00:03:14
as teachers, usually, 00:03:16
and you end up taking the grades, you take them home, 00:03:18
you go on the bus with them, you take them in your bag, 00:03:20
in a backpack, and at a given moment you can lose 00:03:24
the grades of your students, 00:03:26
because it is generating a security breach. 00:03:28
It is something that very few people know, 00:03:30
because you have lost the grades or you have lost exams, 00:03:32
maybe taking the exams home to correct them, 00:03:34
missing exams, 00:03:38
we have already received the teacher's report, 00:03:40
not only do we have to apply data protection 00:03:44
to the digital elements, 00:03:46
but also to the analog elements, 00:03:48
so we have to be careful, 00:03:50
or where do I leave my students' exams, 00:03:52
or if I leave the grades open 00:03:54
on top of the teacher's room 00:03:56
so that anyone can see them. 00:03:58
All that, we are getting a lot of inquiries. 00:04:00
It happens to us, for example, 00:04:02
with the guardrails 00:04:04
of the institutes and schools, 00:04:06
where usually in the teacher's room 00:04:08
you would find the teacher's name that was missing 00:04:10
and the class where you had to go. 00:04:12
There are teachers who complain, 00:04:14
why do they have to be my classmates, 00:04:16
that I would have been bad if they were not on guard. 00:04:18
So, all that, you have to be a little aware, 00:04:20
that they are data, 00:04:22
and that you have to adhere to some principles 00:04:24
that the legislation states. 00:04:26
It always has to be the minimum, 00:04:28
essential data to do our job, 00:04:30
and take care of all the data 00:04:32
that we work with. 00:04:34
In that sense, 00:04:36
and also because each educational centre 00:04:38
is its own ecosystem, 00:04:40
we have primary and secondary 00:04:42
educational centres, 00:04:44
we have adult centres, 00:04:46
we have language schools, 00:04:48
we have special educational needs centres. 00:04:50
These students also have different ages 00:04:52
in each of these stages, 00:04:54
in each of these centres. 00:04:56
What are those ages, 00:04:58
let's say, 00:05:00
borders on which we can work 00:05:02
in a different way or not, 00:05:04
precisely depending on the types 00:05:06
of centres and depending on the type 00:05:08
of student we are working with. 00:05:10
That is, there are teachers who are 00:05:12
perhaps teaching 00:05:14
primary and secondary students, 00:05:16
but also high school students 00:05:18
or high school students, 00:05:20
so in the end, the age mix is broad. 00:05:22
What are those lines, 00:05:24
let's say, legislatively marked 00:05:26
by which the treatment can be different? 00:05:28
We have, for example, 00:05:30
CEPAS in high schools. 00:05:32
Yes, I think the first thing 00:05:34
that should be differentiated 00:05:36
is between adults and minors. 00:05:38
By the time they turn 18, 00:05:40
they are already adults, 00:05:42
so they can make their own decisions, 00:05:44
but they do have to be very careful 00:05:46
with minors. 00:05:48
Minors, throughout the whole regulation, 00:05:50
in the General Data Protection Regulation, 00:05:52
are constantly referred to 00:05:54
as a vulnerable group. 00:05:56
We also have to adopt 00:05:58
some measures, such as 00:06:00
weight analysis 00:06:02
and impact assessments, 00:06:04
which we will explain later. 00:06:06
Those words you use, 00:06:08
analysis, risks, impact assessment, 00:06:10
we will get to that, 00:06:12
because it is a vocabulary 00:06:14
that must be handled. 00:06:16
And when it comes to minors, 00:06:18
impact assessments must be done, 00:06:20
as established by the Spanish 00:06:22
Data Protection Agency and the Regulation. 00:06:24
We have to take into account 00:06:26
that it is collected in the Organic Data Protection Law, 00:06:28
which is 14 years old. 00:06:30
When a minor turns 14, 00:06:32
we can say that he has reached 00:06:34
his majority of age 00:06:36
in terms of 00:06:38
treating his image. 00:06:40
He can decide how he wants 00:06:42
to treat his own image. 00:06:44
The consent for the treatment of the image 00:06:46
is no longer given to the parents, 00:06:48
but to the minor. 00:06:50
And he decides, even if the father does not like it, 00:06:52
how he wants to treat his image. 00:06:54
But that does not mean that the minor 00:06:56
can make all the decisions 00:06:58
regarding the treatment of his data. 00:07:00
We are talking about images, 00:07:02
but simply to specify it. 00:07:04
We are talking about any fingerprint. 00:07:06
We are talking about the image, 00:07:08
or the voice, 00:07:10
or we are talking about what they can write 00:07:12
in a note. 00:07:14
In general, it is not only images, 00:07:16
but everything that can be, 00:07:18
let's say, 00:07:20
transferred, 00:07:22
we are the person who is doing it. 00:07:24
In fact, the Spanish Data Protection Agency 00:07:26
also says that you have to ask for consent 00:07:28
at the age of 14 for the use 00:07:30
of educational applications. 00:07:32
But hey, that's already 00:07:34
more complicated. 00:07:36
Indeed, it is all the data treatment. 00:07:38
But the regulation establishes an exception 00:07:40
that says when it is for the celebration 00:07:42
of a legal business act 00:07:44
whose context is covered by the consent 00:07:46
for the treatment that depends 00:07:48
if a father is going to register 00:07:50
a minor in a centre, 00:07:52
the minor cannot say 00:07:54
I do not give you my data to register me. 00:07:56
That is, when it is in the exercise 00:07:58
of the patria potestà, 00:08:00
the parents make decisions. 00:08:02
That is, you have to bear in mind 00:08:04
that this refers 00:08:06
above all to the treatment 00:08:08
of images and the treatment 00:08:10
that is done in educational centres, 00:08:12
but not those businesses 00:08:14
that have that great importance 00:08:16
that the father who has a patria potestà has to exercise 00:08:18
such as the registration of the student 00:08:20
in the centre. 00:08:22
But for everything else, yes, from the age of 14 00:08:24
you have to ask for consent 00:08:26
to the minor, even if it is a minor. 00:08:28
Perhaps the important thing is that in these educational activities 00:08:30
Jorge, we are really thinking 00:08:32
what we really want to achieve 00:08:34
and educating the student is also 00:08:36
to know how to use them in a way 00:08:38
correct and adequate. 00:08:40
Sure, I think 00:08:42
I do not know when I have read that it is 00:08:44
the first generation that does not have privacy. 00:08:46
In fact, there are many parents who 00:08:48
are dedicated to uploading photos of their children to social networks 00:08:50
practically since they are babies. 00:08:52
The kids start using platforms 00:08:54
like Instagram, for example, to upload 00:08:56
their photos at the age of 00:08:58
10 or 11, although the 00:09:00
platform itself ... How important it is also to know 00:09:02
how to configure all these elements 00:09:04
from the point of view of at least 00:09:06
preserving some privacy. 00:09:08
Yes, because if you are not 00:09:10
leaving all your activities there 00:09:12
and in the end ... 00:09:14
I had a case of a student 00:09:16
who, on Instagram, 00:09:18
had a harassment 00:09:20
procedure, but a harassment because they knew 00:09:22
when she was going to leave the house, 00:09:24
which bus she took, at what stop she got off 00:09:26
to go to class. 00:09:28
And this was many years ago. 00:09:30
And one day the girl arrived 00:09:32
and in class she had tears in her eyes. 00:09:34
Can you talk to her? What's wrong with you? 00:09:36
There was a man who followed her every day. 00:09:38
He found her at the bus stop, 00:09:40
he got on the bus with her, 00:09:42
where she got off, she got off and followed her 00:09:44
to his door, to the 00:09:46
institute door. And that day 00:09:48
the man had already tried to get closer, 00:09:50
to talk to her more, and he always hits me a lot on the bus, 00:09:52
etc. Well, this man, 00:09:54
in the end, how did he get 00:09:56
all this information? 00:09:58
From what she posted. Because one morning 00:10:00
you get up and you are at the Renfe station, 00:10:02
and I have seen it. People who are at the Renfe station 00:10:04
and take the coffee that has been bought 00:10:06
and take a picture there as the train comes to get it, 00:10:08
to say, I'm here at the 00:10:10
Renfe station from I don't know where. 00:10:12
Well, if you don't have that well configured, 00:10:14
maybe they are not seeing only your 00:10:16
Instagram friends. I say Instagram, 00:10:18
you can say any other platform. 00:10:20
I'm not saying it's a terrible platform, 00:10:22
nothing like that, we'll get into it later. 00:10:24
But what is that? It's a 00:10:26
simple example. 00:10:28
This generation, I think, 00:10:30
is growing up seeing that. 00:10:32
Seeing that there are many people who are dedicated 00:10:34
to putting everything they do on the Internet 00:10:36
and themselves, I don't think they see the risk 00:10:38
that there is. This student of yours 00:10:40
was not aware that there was all that 00:10:42
on Instagram. 00:10:44
She was not aware. 00:10:46
Not only what she did in three weeks, 00:10:48
she knew on the weekend if she was going somewhere, 00:10:50
where she was, etc. 00:10:52
And in the end, she ended up with a complaint 00:10:54
at the police station and with a restraining order. 00:10:56
I mean, it ended 00:10:58
a lot for her, especially because 00:11:00
the next day you have to go out 00:11:02
to the street, you are afraid. 00:11:04
Maybe we have to differentiate 00:11:06
these two levels. 00:11:08
What tools do I use and how do I use them? 00:11:10
And how should I use them? In the classroom? 00:11:12
For educational purposes? 00:11:14
Of course. 00:11:16
You have to decide if Instagram or not is a part 00:11:18
to use. Maybe it's also interesting 00:11:20
to use it precisely to show them 00:11:22
the good use and the bad use. 00:11:24
Because in the end there is also that other part, 00:11:26
that is, as citizens who are 00:11:28
going to have to go out 00:11:30
with the risks and the current 00:11:32
problems that exist, they must also know 00:11:34
what are those problems that 00:11:36
may arise. So we have to educate 00:11:38
not only in the content, the subjects 00:11:40
and develop that digital competence from the point of view 00:11:42
didactic, methodological and 00:11:44
educational, but also educate 00:11:46
in the responsible use of not generating that 00:11:48
traceability and not leaving that mark. 00:11:50
Maybe they are like the two 00:11:52
powerful elements to work in the classroom. 00:11:54
To work in privacy and that 00:11:56
if you want to put something, that you know 00:11:58
who is seeing that and that 00:12:00
they are not those people who see it. 00:12:02
Because many times the applications when 00:12:04
you install them, the options by default 00:12:06
of privacy go to the minimum. 00:12:08
For example, on the page of the Spanish 00:12:10
Data Protection Agency, there is 00:12:12
a section where it explains how 00:12:14
to apply privacy options in each 00:12:16
of the tools. 00:12:18
WhatsApp, TikTok, YouTube, etc. 00:12:20
Put the best configuration option. 00:12:22
And then on the subject of the age of 14 00:12:24
years, I did want to comment that 00:12:26
many of these platforms for use 00:12:28
also have a minimum age. 00:12:30
And most of them are usually 00:12:32
13, because I think the age 00:12:34
in the United States, which is where 00:12:36
most of these platforms usually originate, 00:12:38
then you have to be a little careful 00:12:40
between the age of use of a 00:12:42
certain platform and then 00:12:44
this age that Lucia has commented, 00:12:46
14 years, which marks the rule. 00:12:48
That comes in handy in a guide 00:12:50
from the General Directorate of Youth 00:12:52
that has elaborated, 00:12:54
I don't know how it is, the use of the Internet 00:12:56
for peace, 00:12:58
which is very clear, 00:13:00
it is very well explained and we do 00:13:02
recommend it because it is 00:13:04
a very useful guide. 00:13:06
We can put in the forums 00:13:08
and in the course 00:13:10
the addresses of both 00:13:12
the Spanish Data Protection Agency 00:13:14
and also the 00:13:16
Youth Agency 00:13:18
and all these 00:13:20
recommendations that can serve 00:13:22
to really know 00:13:24
the limits of use 00:13:26
of certain applications. 00:13:28
It doesn't matter what you said, 00:13:30
maybe I'm confused, 00:13:32
correct me if I'm wrong, 00:13:34
but you made a very interesting point. 00:13:36
All these applications 00:13:38
have an age 00:13:40
to be able to start using them 00:13:42
in private, not in education. 00:13:44
So maybe within that impact assessment, 00:13:46
that risk analysis, 00:13:48
what we could do, if the application itself 00:13:50
is not saying that a student can 00:13:52
use it from a certain age 00:13:54
to a certain age, it is already 00:13:56
saying that they should not be used, 00:13:58
at least at an educational level. 00:14:00
It is an important element to look for 00:14:02
if there are already recommendations 00:14:04
for the use of these applications 00:14:06
in their own applications. 00:14:08
Let's go a little bit 00:14:12
back to the classroom. 00:14:14
Let's talk about the qualifications 00:14:16
that we give to our students. 00:14:18
Many times, as a teacher, 00:14:20
you hand out the exams 00:14:22
and there are the qualifications, 00:14:24
and the classmates see each other, 00:14:26
or you read the notes, 00:14:28
because it's the last five minutes of class 00:14:30
and you don't have time, 00:14:32
and you tell them the notes, 00:14:34
the qualifications they have obtained. 00:14:36
Can we say in a loud voice 00:14:38
the qualifications to our students 00:14:40
in the classroom environment? 00:14:42
This is very well explained 00:14:44
in the guide of educational centers 00:14:46
of the Spanish Agency for Data Protection. 00:14:48
It is not recommended to say 00:14:50
in a loud voice 00:14:52
the grades, 00:14:54
if you do it, 00:14:56
well, in a loud voice in the whole class 00:14:58
it is not recommended, 00:15:00
but to say only to the interested person. 00:15:02
We do recommend 00:15:04
as far as the publication of the grades, 00:15:06
that they are not made 00:15:08
in advertising boards, 00:15:10
but that each student 00:15:12
is given his own qualification 00:15:14
so that there can be no comparisons. 00:15:16
There are educational applications 00:15:18
such as Classdojo, 00:15:20
which also use 00:15:22
qualifications in some way. 00:15:24
So, well, 00:15:26
I think that with that you have to be a little careful 00:15:28
and from the Spanish Agency for Data Protection 00:15:30
it is not recommended 00:15:32
to use it, but well, 00:15:34
it is not forbidden either. 00:15:36
I think that there is the common sense of each teacher 00:15:38
and that it also values 00:15:40
the characteristics of the student. 00:15:42
Yes, well, sometimes you have to think 00:15:44
that saying the grades in a loud voice 00:15:46
in a class can even 00:15:48
generate that some students get bad grades, 00:15:50
etc. I have seen it sometimes 00:15:52
giving grades like this 00:15:54
that suddenly they laugh 00:15:56
a little at someone because they always get 00:15:58
10 and that day they get a 4 00:16:00
or things like that. So, for example, 00:16:02
what I recommend, which I know is not applicable 00:16:04
to all levels, but what I did 00:16:06
in high school 00:16:08
when I was going to give the exams, I was going to give the grades, 00:16:10
I simply proposed some 00:16:12
activity that the students were doing in the classroom 00:16:14
that they had to give me at the end 00:16:16
of the hour and what I did is that I was calling them 00:16:18
one by one, they sat down with me, 00:16:20
I showed them the exam, I showed them the grade 00:16:22
and I also took the opportunity to give them feedback. 00:16:24
Look, I have put this wrong for this, 00:16:26
I don't know how much this is, it seems to be fine, etc. 00:16:28
So, I have two functions, 00:16:30
I am protecting the privacy of their grades 00:16:32
and then I am also giving 00:16:34
feedback on what they have done well, 00:16:36
what they have done wrong in the exam and if there is something 00:16:38
that is not conforming, they can tell me. 00:16:40
I mean, I understand that it is not applicable 00:16:42
to all levels, that it can take you more than an hour of class 00:16:44
because it has happened to me. 00:16:46
You have to think about when to do it 00:16:48
and design an activity that lasts 00:16:50
at least two hours 00:16:52
for them to be working. 00:16:54
Well, it is a recommendation that I make 00:16:56
if it can be applied in that way, 00:16:58
at least at the levels where you have 00:17:00
more responsible students and you know 00:17:02
that they are going to be working and you will be able to be 00:17:04
talking to the student. 00:17:06
You can also ask them a little bit of responsibility. 00:17:08
For example, if I am attending one-on-one 00:17:10
so that I can see the grade of the exam, 00:17:12
in the meantime, I just ask 00:17:14
if I have put in a job, which also tries 00:17:16
to be something entertaining, 00:17:18
something creative maybe, so that they are there 00:17:20
and even if there is a background noise, they let you 00:17:22
work with the person 00:17:24
and you are not giving their grades. 00:17:26
Well, I understand that it depends 00:17:28
on the educational level. 00:17:30
It is also a matter of classroom management, 00:17:32
that one has to know how 00:17:34
an exam and a certain 00:17:36
situation affect in a certain way 00:17:38
and how maybe simply a job 00:17:40
that has been in a team that can even 00:17:42
be valued in a different way 00:17:44
to give a positive feedback, 00:17:46
so that everyone also learns from that feedback 00:17:48
that is being given to others. 00:17:50
In the end, it is to apply a little bit 00:17:52
the logical sense of how 00:17:54
to organize that session. 00:17:56
Obviously, I think that giving the grades 00:17:58
in a loud voice 00:18:00
is something that was done before 00:18:02
and that was very common. 00:18:04
Just think about it a little 00:18:06
and then you have to adapt it. 00:18:08
It is not that it is forbidden, 00:18:10
they are recommendations. 00:18:12
There are many processes that also occur 00:18:14
in the gamification areas. 00:18:16
You mentioned before the Classgol program, 00:18:18
which is actually an application 00:18:20
that also allows you to communicate with families 00:18:22
and that is why we are going to the next question 00:18:24
and also entering into more digital issues. 00:18:26
Of course, it is very good 00:18:28
as a gamification tool 00:18:30
for those who read the most, 00:18:32
but it is also providing positive elements to everyone 00:18:34
because it is the one that has read the most, 00:18:36
because it is the one that improves communication, 00:18:38
because it is the one that improves helping 00:18:40
its students, its classmates. 00:18:42
In this way, in the end, everyone has that 00:18:44
positive rating and it is a gamification 00:18:46
in which I can also learn 00:18:48
what other activities I can do 00:18:50
and that in this way I am learning 00:18:52
together with others and we are growing. 00:18:54
A lot of work is done in elementary school, 00:18:56
we have seen it with the traffic lights, 00:18:58
with the reading train, 00:19:00
with the hands or the chuches, 00:19:02
it would be necessary to see if there are chuches or not 00:19:04
at the end of the class, 00:19:06
but it is no longer a matter of data protection, 00:19:08
we enter other dynamics, 00:19:10
but all these 00:19:12
methodological strategies, 00:19:14
in the background, is not 00:19:16
comparing students, but it is 00:19:18
playing to see 00:19:20
different possibilities of continuing to learn 00:19:22
and doing and growing, 00:19:24
let's say personally, 00:19:26
to achieve certain 00:19:28
attitudes of 00:19:30
the students, of course, 00:19:32
there will be conflict when that 00:19:34
transcends the classroom, because when 00:19:36
it is inside the classroom, let's say there is no problem, 00:19:38
there is no prohibition, but 00:19:40
what happens when these applications 00:19:42
inform families, 00:19:44
when these applications also have registered 00:19:46
names and surnames of the students? 00:19:48
Exactly, that's what I was going to say, it's the same, 00:19:50
the postcard we had before, 00:19:52
when they put a sticker on you, 00:19:54
that when an educational application enters, 00:19:56
because indeed that stays there, 00:19:58
it stays on the servers, 00:20:00
you can access the information, 00:20:02
so that's when you have to do an analysis, 00:20:04
I don't know if 00:20:06
what the educational application is, 00:20:08
read the privacy policies, 00:20:10
see what you are going to do with that information 00:20:12
and who you are going to give it to, 00:20:14
and based on that, make decisions, 00:20:16
and that is also digital competence. 00:20:18
And that anonymization, right? 00:20:20
Of course, of course, the first thing is anonymization, 00:20:22
that anonymization, 00:20:24
it is quite complicated to achieve, 00:20:26
because putting the initials, 00:20:28
that is not anonymizing, but of course 00:20:30
it is always much better to put initials 00:20:32
than to put the name and the two surnames. 00:20:34
The more you can anonymize, 00:20:36
much better. 00:20:38
We always recommend 00:20:40
that they put a yellow dot, 00:20:42
that they put something 00:20:44
that cannot identify the student. 00:20:46
We understand the complexity, 00:20:48
because that makes the teacher's job very difficult, 00:20:50
but everything that can be anonymized, 00:20:52
it is much better, 00:20:54
because then that information 00:20:56
remains on the servers and remains 00:20:58
in the educational applications. 00:21:00
And maybe what you have to take into account 00:21:02
is what didactic and pedagogical objective 00:21:04
I am trying to achieve with the students. 00:21:06
That is the first thing to think about 00:21:08
when you are going to use an educational application. 00:21:10
And therefore, perhaps that does not have to be 00:21:12
a large representation within the note, 00:21:14
but it will be a percentage of those observations, 00:21:16
of that work that we are doing with the students, 00:21:18
and therefore, well, we can leave that information 00:21:20
in the student's qualifications, 00:21:22
but it is rather to have 00:21:24
their participation in the day-to-day, 00:21:26
in actions, in activities. 00:21:28
We are not talking about class 2, 00:21:30
but we could go to any other application. 00:21:32
Yes, but what you say is interesting, 00:21:34
that it is used to improve conduct, 00:21:36
but not ... 00:21:38
But it is the central element. 00:21:40
Sure, exactly. 00:21:42
I don't know if you want to say something, 00:21:44
Jorge, that seemed to me ... 00:21:46
No, that then, always when these applications are used, 00:21:48
then everyone forgets to delete 00:21:50
the users or to delete them. 00:21:52
That is important, that is, 00:21:54
creating them is very good, anonymized, 00:21:56
but then there is the next step. 00:21:58
When that is finished, 00:22:00
nothing is needed, 00:22:02
then the last class of the boy, 00:22:04
we are going to delete, we are going to delete 00:22:06
so that it does not remain in our footprint. 00:22:08
Because in the end, what she says, 00:22:10
total anonymization is practically impossible 00:22:12
because the system, well, that, 00:22:14
they can track you by IP, 00:22:16
well, in the end they can make a triangulation 00:22:18
and say, well, you have a 98% 00:22:20
possibility of being I don't know who, 00:22:22
because you are also buying these things, 00:22:24
well, I'm not going to get into that because people get mad. 00:22:26
Well, you have to know that things happen 00:22:30
and that you have to know how to protect yourself. 00:22:32
Digital competition is also knowing how to protect yourself. 00:22:34
And in digital competition, 00:22:36
you also have to teach the students 00:22:38
through teaching them how to protect themselves. 00:22:40
In the end, one has to cross the road, 00:22:42
the ideal thing is to cross it 00:22:44
through the right places, 00:22:46
through the zebra crossing, looking at one side and the other, 00:22:48
but sometimes you have to cross the road 00:22:50
or the road and you have to take 00:22:52
many precautions, right? And in the end, 00:22:54
well, in digital, many times we have to cross, 00:22:56
but we have to cross knowing. 00:22:58
And well, for me too, 00:23:00
digital competition seems to me to be 00:23:02
discarding, perhaps, studying them, 00:23:04
analyzing them all, of course, 00:23:06
but maybe there are some that are not convenient. 00:23:08
And looking for the objective. 00:23:10
The pedagogical objective. 00:23:12
No, but that's the same. The jobs that are done 00:23:14
on these platforms, many times, 00:23:16
they stay there forever. 00:23:18
Someone looks for you or the name of the person 00:23:20
and you find that x years ago 00:23:22
he did this job. 00:23:24
I'm going to give a very silly example. 00:23:26
Well, this student did a job saying it was 00:23:28
from Madrid to death, I don't know what, I don't know how many. 00:23:30
And that day, 10 years have passed 00:23:32
and he signs for Barcelona. 00:23:34
And then that job comes out 00:23:36
saying how wonderful it was, 00:23:38
all his love for Real Madrid and that in life 00:23:40
he is also in Barcelona. 00:23:42
Well, that kind of thing has happened. 00:23:44
But if we focus now on sports, 00:23:46
we are going to ... 00:23:48
No, but what can affect you 00:23:50
in your professional career and in your future. 00:23:52
You have to be very careful. 00:23:54
In fact, those jobs that can 00:23:56
be more, let's say, 00:23:58
public, perhaps what they don't have 00:24:00
to be is names and surnames. 00:24:02
You may have done a job 00:24:04
that to death for Real Madrid, 00:24:06
but if you have gone up to the virtual classroom 00:24:08
in the specific space that the teacher 00:24:10
has sent you, 00:24:12
it does not necessarily have to be signed 00:24:14
with names and surnames. Therefore, even if the job 00:24:16
is done and we have already learned how to 00:24:18
make that presentation, that video, 00:24:20
that recording or that podcast 00:24:22
or that digital product, in short, 00:24:24
it is not identified except by 00:24:26
the teacher, but in the public, 00:24:28
it is also a way of working. 00:24:30
I'm going to give you an example for that, 00:24:32
because there are companies that are dedicated to 00:24:34
researching you on the internet and getting you 00:24:36
from an alternative curriculum to the official 00:24:38
curriculum that you have. 00:24:40
And then many times that is already reaching 00:24:42
people from Human Resources. 00:24:44
In fact, Human Resources already works in many companies. 00:24:46
Well, a lot, of course, the curriculum on paper already ... 00:24:48
You don't need to answer me, 00:24:50
but from Real Madrid? 00:24:52
I do. 00:24:54
As they say, 00:24:56
you will see. 00:24:58
Well, let's continue, if you like. 00:25:00
Let's go a little bit 00:25:02
to perhaps more technical topics, 00:25:04
because we are talking about 00:25:06
in a global way of what 00:25:08
data protection is. 00:25:10
I think it is important that in any definition 00:25:12
we make, whether it is analog or 00:25:14
digital, we always have 00:25:16
how it affects data protection 00:25:18
and that we choose the best option 00:25:20
from the point of view of always being in our security 00:25:22
as a teacher and always being 00:25:24
of the student's security, 00:25:26
since we are teaching and educating him, 00:25:28
but there are a multitude of terms, 00:25:30
you mentioned before, for example, 00:25:32
the rights of ratification, 00:25:34
reposition, suppression, 00:25:36
all this vocabulary 00:25:38
that suddenly has come 00:25:40
to us 00:25:42
above and that, well, 00:25:44
as teachers, many times we do not know 00:25:46
because we have not studied law, 00:25:48
we have not worked with that vocabulary. 00:25:50
What are those, 00:25:52
let's say, informative pillars 00:25:54
necessary to know 00:25:56
regarding this broad vocabulary 00:25:58
of data protection that we should 00:26:00
have there, well, present. 00:26:02
Okay. 00:26:04
Well, it seems to me 00:26:06
very important to have basic 00:26:08
knowledge of what are the principles 00:26:10
in data protection, 00:26:12
which is what is applied 00:26:14
whenever we do a data treatment. 00:26:16
First of all, I'm going to explain it 00:26:18
very short and very easy. First of all, 00:26:20
the principle of minimization, which is to always use 00:26:22
the minimum possible data. 00:26:24
When we are going to do a treatment, we are going to 00:26:26
think about what we are going to do, 00:26:28
what is the purpose and 00:26:30
use the minimum data. For example, 00:26:32
I have been asked in the registration of my children 00:26:34
what my job was, 00:26:36
my professional position. 00:26:38
Well, I don't know how far it is justified. 00:26:40
That is, whenever we are going to ask for data, 00:26:42
it has to be very justified with the purpose 00:26:44
and ask for the minimum possible data, 00:26:46
because this is a reason for sanction 00:26:48
by the Spanish Agency for Data Protection. 00:26:50
There is also the principle of purpose, 00:26:52
that is, all the data you ask for 00:26:54
has to have a specific purpose, 00:26:56
why are you asking for it? 00:26:58
So we also have to question that 00:27:00
and before asking for data, 00:27:02
know why we are asking for it and for what. 00:27:04
The principle of transparency 00:27:06
is also essential, which is 00:27:08
that whenever we ask for personal data, 00:27:10
we must inform what we are going to do with the 00:27:12
personal data, what we are going to do 00:27:14
with it, who we are going to give it to, 00:27:16
how long we are going to keep it, 00:27:18
which is also a very interesting topic, 00:27:20
what are the rights you can exercise. 00:27:22
So whenever we ask for personal data, 00:27:24
we have to incorporate it, because the legend 00:27:26
is in the protection of very long data 00:27:28
that no one reads, so we have to put it 00:27:30
in whenever we ask for data, 00:27:32
because if not, it is also subject to sanction. 00:27:34
And then the principle of licitude, 00:27:36
that whenever we ask for personal data, 00:27:38
there has to be a basis of legitimation 00:27:40
that allows us to treat data. 00:27:42
It is true that in the educational field 00:27:44
there are usually laws, 00:27:46
the law of education that allows us 00:27:48
that treatment and we can, that's why 00:27:50
we can ask for data, we can ask for 00:27:52
health data whenever they have an 00:27:54
educational function and we are legitimized. 00:27:56
In other words, not always when we ask 00:27:58
for personal data, it has to be based 00:28:00
on consent. 00:28:02
You have to take that into account. 00:28:04
In the educational field, 00:28:06
we only ask for consent, 00:28:08
consent is mostly for 00:28:10
the treatment of images. 00:28:12
But the rest of the data we ask for 00:28:14
an educational work may 00:28:16
exist another basis of legitimation. 00:28:18
So these are the basic principles 00:28:20
that we have to take into account whenever 00:28:22
we do a data treatment. 00:28:24
I'm going to interrupt you to 00:28:26
break a little bit the 00:28:28
legislative thread, 00:28:30
but let's go back to it. 00:28:32
How to act then in the case of 00:28:34
participation of students in contests, 00:28:36
when we take them on an excursion, 00:28:38
because of course, on many of these 00:28:40
occasions they ask us for data. 00:28:42
They ask for data to be able to participate, 00:28:44
to give awards, 00:28:46
for these extracurricular activities, 00:28:48
even there are times when they have to identify 00:28:50
themselves to know who has entered, 00:28:52
because there are visits to sites that are 00:28:54
very restricted and therefore it is not 00:28:56
that I come with 20 and that's it, 00:28:58
but who are entering. 00:29:00
How do we act on a daily basis in these 00:29:02
cases that we are given, 00:29:04
precisely from participating in contests, 00:29:06
contests, visits to museums, 00:29:08
in extracurricular activities? 00:29:10
Well, this is a complex issue 00:29:12
and very interesting because it is used a lot 00:29:14
in educational centers. 00:29:16
It is also used to do the activity, 00:29:18
for example, we are going to go to the zoo, 00:29:20
then the father gives the authorization for the 00:29:22
child to do the activity, 00:29:24
but then a data treatment can be done, 00:29:26
that is, if the children are going to eat 00:29:28
in the zoo, those in the zoo have to 00:29:30
know if they have an allergy, 00:29:32
otherwise they cannot go to the activity. 00:29:34
So there it is not based on consent, 00:29:36
but there is another basis of legitimation 00:29:38
that allows the treatment of this data, 00:29:40
so you have to give the data to the zoo, 00:29:42
but it is what we have talked about before, 00:29:44
the zoo cannot ask for excessive data, 00:29:46
simply what is strictly 00:29:48
necessary to carry out 00:29:50
that activity. If they are actually going 00:29:52
to go to a museum and need 00:29:54
entry control to know who is 00:29:56
entering, then the data must be given 00:29:58
as long as we see that it is 00:30:00
reasonable and what we do 00:30:02
ask the parents is authorization 00:30:04
to participate in the activity 00:30:06
and then we give the data and the museum 00:30:08
is legitimized for data treatment. 00:30:10
And in the data treatment they also have to put 00:30:12
the duration of that data. 00:30:14
Of course, the museum has to tell you 00:30:16
all this. 00:30:18
It is important that we have, that we read 00:30:20
that small letter, some 00:30:22
sometimes a little. 00:30:24
From what we get in the consultations, many times 00:30:26
to the mailbox it seems that, let's say, 00:30:28
both museums, even Radio Televisión Española, 00:30:30
are already very up to date on these issues 00:30:32
because they are coming to us, well, look, 00:30:34
this is what Televisión Española sends me, 00:30:36
or this is what happens to me, this particular 00:30:38
museum, and normally everything is fine. 00:30:40
It's not like maybe a few years ago 00:30:42
that you didn't know. 00:30:44
Now let's say that 00:30:46
these companies, these entities, are getting used to it. 00:30:48
Like participation in contests, 00:30:50
those contests will have a basis 00:30:52
and if they collect data, they have to have 00:30:54
a privacy policy, 00:30:56
an information policy, then that has to be read 00:30:58
and see what we are doing, because maybe 00:31:00
you are pointing to your children in class 00:31:02
a contest and then those data 00:31:04
become part of a file of the company, 00:31:06
I don't know how many. 00:31:08
And they use it for other purposes, 00:31:10
so you have to say, well, look, 00:31:12
this contest is not convenient for me. 00:31:14
In this sense, you were saying 00:31:16
how they can contact you, 00:31:18
I think you all know, 00:31:20
but if you want to remember it. 00:31:22
We have the email button, 00:31:24
which is protecciondatos.educacion 00:31:26
arroba madrid.rg 00:31:28
and then the phone, 00:31:30
I don't know. 00:31:32
But the phone is always much more complicated, 00:31:34
and in that way they enter 00:31:36
and any doubt in that sense, 00:31:38
I think it is also the best 00:31:40
way to know what is happening 00:31:42
in the day-to-day of the centers 00:31:44
and what is the problem we have. 00:31:46
And also know what contests, 00:31:48
what museums, and when the next 00:31:50
questions come, it is already solved. 00:31:52
Of course, if you have doubts, 00:31:54
ask us, of course, 00:31:56
many centers do it. 00:31:58
The important thing is that once a case is resolved, 00:32:00
that is, participation in a television program 00:32:02
is not the same. 00:32:04
But it is true that there are many 00:32:06
educational centers that say, 00:32:08
hey, this, I don't know, 00:32:10
because this is often like intuition. 00:32:12
At the end, what is important is that 00:32:14
when we develop the whole activity, 00:32:16
we have here, 00:32:18
but I'm doing it well from the point of view 00:32:20
of data protection, 00:32:22
I can think a little further. 00:32:24
Once I heard that not all of us know 00:32:26
the criminal code, but we all know 00:32:28
that killing is not good, 00:32:30
but we have an intuition 00:32:32
that we are not going well there. 00:32:34
So, of course, 00:32:36
ask us whenever you want, 00:32:38
and there we are for advice, which is our voice. 00:32:40
Well, 00:32:42
let's go to the technological part again, 00:32:44
image rights, 00:32:46
all those issues that 00:32:48
can arouse 00:32:50
many fears of each student, 00:32:52
but we will see how even a student 00:32:54
can upload a video 00:32:56
or not, or in what conditions, 00:32:58
to the library or YouTube 00:33:00
or other video platforms. 00:33:02
But 00:33:04
are there the same limitations 00:33:06
when the one who uses those tools 00:33:08
is the teacher than the student? 00:33:10
Because in the end we put the student's 00:33:12
data protection aside, 00:33:14
but how should the teacher use 00:33:16
those other available applications 00:33:18
with his students? 00:33:20
It is possible that the student 00:33:22
cannot do certain things, 00:33:24
but the teacher can, 00:33:26
of course, 00:33:28
if he wants to 00:33:30
make recordings 00:33:32
as a tool. 00:33:34
And of course, since it is an adult, 00:33:36
he can do what is possible. 00:33:38
He is recording himself and 00:33:40
explaining a small tutorial 00:33:42
and he wants to upload it, there is no problem. 00:33:44
The problem would be that it was the younger student 00:33:46
who made the explanation of how 00:33:48
the tool is used and the teacher uploads it. 00:33:50
So there we can have a problem, 00:33:52
but you recording yourself 00:33:54
with a work channel, 00:33:56
you give your consent and you upload it 00:33:58
and that's it. 00:34:00
Of course, but the teachers 00:34:04
can also do it freely. 00:34:06
They can protect themselves. 00:34:08
They do not have an obligation, 00:34:10
but it is true that many times 00:34:12
we get like, no, no, 00:34:14
if they can't, neither can I. 00:34:16
The difference is that the teacher 00:34:18
can record videos if he wishes 00:34:20
to make a clip classroom, for example, 00:34:22
or on YouTube 00:34:24
or any other platform 00:34:26
and those links 00:34:28
facilitate them to the students 00:34:30
and through them you can learn. 00:34:32
Another thing is that we can make 00:34:34
those students also work 00:34:36
on digital video recording products, 00:34:38
audio recording, 00:34:40
what limitations, how they have to do it, 00:34:42
what difficulties, where to accommodate them, 00:34:44
any clue about this? 00:34:46
One thing is to work 00:34:48
with the tool and another thing is that 00:34:50
the teacher does not have 00:34:52
personal data. 00:34:54
I can make a video 00:34:56
edition with certain information 00:34:58
where there is no personal data 00:35:00
and then 00:35:02
I am not doing any infraction. 00:35:04
I can use the YouTube video editor 00:35:06
or editor of any other tool 00:35:08
as long as I am not using 00:35:10
personal data there. 00:35:12
There would be the issue of registration on the platform. 00:35:14
With what do we register? 00:35:16
That's where we have to be careful, 00:35:18
if the student 00:35:20
is an adult, 00:35:22
it is a functional way, 00:35:24
you are doing it because you want to. 00:35:26
Another important thing is that it does not reach 00:35:28
the delegation with students of FP, 00:35:30
older students, where there are platforms, 00:35:32
for example Cisco, 00:35:34
that to get a certificate 00:35:36
from them you have to 00:35:38
take the course 00:35:40
on their platform. 00:35:42
There are privacy policies 00:35:44
that the student has to accept 00:35:46
to take that course. 00:35:48
It is not a circumstance in which you are 00:35:50
forced to obtain an official 00:35:52
certification to work with this company. 00:35:54
You are an adult and in that case 00:35:56
everyone knows a little 00:35:58
what to do when we are 00:36:00
talking about 12-year-old children. 00:36:02
You have to see a little 00:36:04
and weigh there, 00:36:06
next to using the tools, 00:36:08
see with which children I am working 00:36:10
and how far I can go, 00:36:12
always trying to be as respectful 00:36:14
with the protection of data, 00:36:16
and avoiding generating 00:36:18
a fingerprint simply because 00:36:20
as a teacher I want my students to work 00:36:22
with that tool. If a student wants to generate 00:36:24
his fingerprint 00:36:26
and has the consent of his parents, 00:36:28
he can do it in his private life, 00:36:30
but not because for 00:36:32
an activity of mine he is 00:36:34
generating a fingerprint that generates a job 00:36:36
and that stays forever. 00:36:38
The importance is to erase 00:36:40
those accounts that 00:36:42
have been deleted. 00:36:44
Well, I don't know, 00:36:46
but I think there is also a difference 00:36:48
if recording has an educational 00:36:50
function or does not have an 00:36:52
educational function. So first of all, 00:36:54
we can do recordings with 00:36:56
an educational function, 00:36:58
even without the need to ask for 00:37:00
consent, but as long as they are not 00:37:02
uploaded to social networks. 00:37:04
For example, we could record the 00:37:06
gym class if it is going to be in 00:37:08
the classroom to see to improve 00:37:10
the quality of the video. 00:37:12
Another thing that we can do, 00:37:14
if it is in the data protection 00:37:16
institutions, is that it is not done 00:37:18
with the teacher's mobile phone, 00:37:20
but maybe they buy a camera in the 00:37:22
educational center, because if not, 00:37:24
the teacher will have a lot of personal 00:37:26
data from the students, he can lose 00:37:28
his mobile phone, there may be a security 00:37:30
breach, he can get into trouble. 00:37:32
So they do it with the camera in the 00:37:34
center, the images are downloaded 00:37:36
and those are for educational functions 00:37:38
If what we want is to show 00:37:42
the class project, something 00:37:44
they are doing, a job, 00:37:46
what we always recommend is that it is 00:37:48
not necessary for the face of the 00:37:50
students to come out, but they can come 00:37:52
out of their backs, their hands, very 00:37:54
far away, and that, as it is anonymized, 00:37:56
as we talked about earlier, can be 00:37:58
easily published on the Internet, 00:38:00
because there is no personal data. 00:38:02
But the moment the parents want to 00:38:04
see, for example, the Christmas function, 00:38:06
they can go to the library, but with 00:38:08
user and password, not open, 00:38:10
because then we continue to do 00:38:12
digital support, even if it is 00:38:14
Ducamadrid. So with user and password 00:38:16
only people involved who want to 00:38:18
see that event can access it, and not 00:38:20
the whole school, and open on the 00:38:22
Internet. So those are the 00:38:24
recommendations we make for the 00:38:26
publication of the images, because what 00:38:28
we are trying to promote is the 00:38:30
protection of the minor. 00:38:32
But if they have consent 00:38:34
of the 14-year-old and 00:38:36
of the families, they can do it. 00:38:38
What happens is that we try to 00:38:40
protect, to try to avoid 00:38:42
the fingerprint, but 00:38:44
with consent it can be done, 00:38:46
that is, it is not prohibited. 00:38:48
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Autor/es:
Dirección General de Bilinguismo y Calidad de la Enseñanza
Subido por:
EST ADMI D.G. DE BILINGÜISMO Y CALIDAD DE LA ENSEÑANZA
Licencia:
Reconocimiento - No comercial - Compartir igual
Visualizaciones:
528
Fecha:
30 de agosto de 2022 - 9:25
Visibilidad:
Público
Centro:
EST ADMI D.G. DE BILINGÜISMO Y CALIDAD DE LA ENSEÑANZA
Duración:
1h′ 59′ 28″
Relación de aspecto:
1.78:1
Resolución:
1280x720 píxeles
Tamaño:
831.72 MBytes

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