Birgy Lorenz

The aims of this article are to test how does enhanced ethics audit model as a new tool for management in Estonian companies work and to investigate through ethics audit model the hidden ethical risks in information technology which occur in everyday work and may be of harm to stakeholders' interests. Carrying out ethics audit requires the diversity of research methods. Therefore throughout the research the authors took into account triangulation method. The research was conducted through qualitative approach and an analysis on a case study, which also included interviews, questionnaires and observations. Reason why authors audited ethical aspects of company´s info technology field is due to the fact that info technology as such is an area which is not handled in any re orts b t may a se serio s ethi al risks to om any s stakeholders. The article concludes with suggesting an extension of the ethics audit model for evaluating ethical risks and for companies to help to raise em loyees'-awareness about safe internet using and responsibility towards rote ting the organization's information te hnology and to revent ethi al and moral risks occurring.

Schools from all over the world are moving into the direction of using more e-learning, digital gadgets and BYOD (Bring Your Own Device). In the Estonian Strategy for Lifelong Learning 2020, the switch to 1:1 computing in classroom is called “Digital Turn”. The strategy relies on expectations that smarter use of personal digital devices will improve not only digital literacy of pupils, but also their academic achievements in various subjects. The Estonian government plans to allocate 47 million Euros of national and EU structural funds until year 2020 for this purpose. There is also interest in improving digital skills of school-leavers on the side of the industry, as the Estonian ICT sector expects to double the turnover within the next 4–5 years. The sectoral analysis estimated the need for 8000 new employees in ICT companies. To achieve this, the industry has supported various educational programs like the Look@World Foundation’s Smart Lab project, Samsung Digital Turn project for schools, using Raspberry Pi-s at school supported by TransferWise, Microsoft’s Partners in Learning projects and so on.

Challenges for the digital turn are related to people’s involvement (teachers, school leaders, students, parents, officers); resources (gadgets, time, salary, maintenance); promises (this is beneficial for improving the students’ skills and competences and also is the only way); lack of analysis (act more, measure less). In this article we will study the Samsung’s Digital Turn project applications for the schools 2014 and 2015 in order to understand what are the goals for the schools when they think of digital turn; we also have asked school ICT administrators, educational technologists and school leaders to list seven issues that come into their mind that should be death with in the process, and surveyed teachers of one school over a 4-year period, tracking the changes in using technology as well as learning and teaching.

We will analyze the data to understand the trends and difficulties schools will face during this journey. This information is needed to train all other 450 schools that have not started their digital turn change yet, but are forced to act soon. The trends in digital turn projects will tell us the maturing process and goals that the schools have as opportunities and strengths while the list of difficulties shows the project’s weaknesses and threats. Looking at one school over 4 years will help us to understand the change, especially the areas that have changed in teachers’ practices.

In the conclusion we propose a list of actions that can be used to meet the challenges that can ruin the digital turn for most schools. We also propose an area of measures where the digital turn is the most visible.

This study represents findings from three continents (Asia, Africa and South Amer-ica) regarding usage of ICT in six rural schools. Our goal was to analyze the current situation regarding digital technologies in these environments, describe similarities and differences relating to the digital divide, and provide a roadmap that could improve teaching and learning, maximizing the use of existing resources. Our case study was carried out with the help of innovative teachers who are supportive of technology integration in teaching, but have less options to utilize this knowledge in their classrooms because of various barriers. Our results show challenges, but also opportunities to embrace new ways of teaching; ways that might allow digital technologies to be employed in innovative ways to encourage student learning and community growth. Our study is based on participating teachers' understanding of the issues and challenges within these countries and areas, relating to schooling. One of the most important goals in the world is to adequately educate every person. The existence of the digital divide expands the challenge inside the country and also between countries[7] relating to equity in educational experiences. Modern countries are moving in the direction of e-governance and are starting to provide services that are available from a distance, but lack of resources and knowledge in rural areas make it impossible to develop access information and services, even when new resources are developed and installed on a daily basis[9]. Access to learning is rapidly changing because of the presence of digital technologies; these technological innovations are beginning to change the way teachers work. On the one hand, leadership is distributed, manual work is decreasing and more people are obtaining basic skills and literacy. On the other hand, rural schools and communities still struggle with

In 2005, a new profession called " educational technologist " was introduced in Estonian schools. At first, the idea was confusing for many school principals, because of the seeming overlap with the job descriptions of existing ICT support specialists or ICT managers. Other principals interpreted the role of the educational technologist as a technology-savvy teacher who could take responsibility for teaching with technology in some subject domains so that the rest of teachers would not have to bother them with constantly changing landscape of technology. According to the data from the Tiger Leap Foundation (2012), almost 7% of Estonian schools had hired an educational technologist by 2012 – in most of the cases by re-allocating the salary fund of IT support specialists. The position is usually funded by local municipalities, not from the state budget. This paper is reflecting upon the case study data collected from 13 Estonian schools where educational technologists had been employed, the focus group interviews were conducted with 29 persons working in the field of educational technology. The study gives an overview of the current situation by defining the emerging profession of educational technologist on the level of professional practice. We also describe the arguments for establishing such a new position in school and the main challenges of a new specialist starting his/her career in this dynamic field.

The goal of our paper is to point out the shortcomings in the cloud-based learning implementations regarding law, policies as well as security threats and awareness. Estonian schools and local authorities are interested in implementing new tools, especially when they are free of charge. Some Tallinn schools are already using systems like edu@live or Google Scholar. We survey and interview schools in Tallinn in order to test their readiness to implement cloud computing. Our results show high interest in using Web 2.0 tools, but also reveal serious lack of knowledge about e-safety as well as little know-how about the responsibilities and limitations in using cloud-based applications to store sensitive data. We also provide recommendations for schools using these tools for both students and teachers.

This paper describes an exploratory study on school-level e-safety policy development. The research was based on the participatory design-based methodology, involving various stakeholders in a school-level policy development exercise. Our aim was to find out whether the schools with open and participatory culture would choose more flexible, emancipatory and participatory approach to e-safety policy development, while schools with rational-managerial organizational culture tend to rely on prescriptive approaches and technology-driven solutions in their e-safety policies. Regarding future research, we plan to continue the work to construct a new design and develop-ment platform to be used in a more flexible and bottom-up manner instead of strict prescriptive rule sets provided on the national level.

Picking good passwords is a cornerstone of computer security. Yet already since the early days (e.g. The Stockings Were Hung by the Chimney with Care from 1973; we have also borrowed our title from the 1995 movie Hackers), insecure passwords have been a major liability. Ordinary users want simple and fast solutions – they either choose a trivial (to remember and to guess) password, or pick a good one, write it down and stick the paper under the mouse pad, inside the pocket book or to the monitor. They are also prone to reflecting their personal preferences in their password choices, providing telling hints online and giving them out on just a simple social engineering attack. Kevin Mitnick has said that security is not a product that can be purchased off the shelf, but consists of policies, people, processes, and technology. This applies fully to password security as well. We studied several different groups (students, educators, ICT specialists etc – more than 300 people in total) and their password usage. The methods included password practices survey, password training sessions, discussions and also simulated social engineering attacks (the victims were informed immediately about their mistakes). We suggest that password training should be adjusted for different focus groups. For example, we found that schoolchildren tend to grasp new concepts faster – often, a simple explanation is enough to improve the password remarkably. Thus, we would stress the people and process aspects of the Mitnick formula mentioned above.At the same time, many officials and specialists tend to react to password training with dismissal and scorn (our study suggests that ’you cannot guess my password’ is an alarmingly common mindset). Examples like ’admin’, ’Password’, ’123456’ etc have occurred even at qualified security professionals, more so at educators. Yet, as Estonia is increasingly relying on the E-School system, these passwords are becoming a prime target. Therefore, for most adult users we suggest putting the emphasis on policy and technology aspects (strict, software-enforced lower limits of acceptable password length, character variability checks, but also clearly written rulesets etc).

While a typical answer to the question  “Should students and teachers be allowed to interact online?” is often a finite “yes” or “no”,  a closer investigation reveals that the issue is far from being clear-cut,  being  deeply tied to one's cultural and regional background. Our goal was to find out the challenges that teachers and students face when developing online relationships in social networks. We carried out a literature review and a study among students and teachers in Estonia, and also included foreigners with academic or ICT background from different countries. Results show various interactions between students and teachers in academic field using personal social networks. At the same time there are teachers and students who feel that there should be another way to tackle this issue, e.g. by using academic social networks or learning tools rather than Facebook. Some schools feel that the situation is already clear, and there are no need for regulations or suggestions - the teachers just should not mingle with students, so they discourage all kinds of interaction, offline and online. Their reasoning is based on the notion that students have a private life and teachers should not spy after them online. For the solution we propose that teachers should think before accepting students to their personal social networks. Also, academic environments should be separated from the personal ones. We advise using special academic social networks, blogs, wikis rather than the most popular generic ones.

This paper studies the impact of mobile learning implementation efforts in Estonian
school system – a process that has created a lot of controversy during the recent years.
Best practices in mobile learning are available from the entire world, forcing schools
to keep up the push towards better connectivity and gadgetry. Even in the best cases
where the schools are provided with the necessary tools, the process has met a lot of
scepticism from teachers who are afraid to implement new methods. Teachers are often
cornered with the ‘comply or leave’ attitude from educational authorities, resulting
in a multi-sided battle between involved parties.
We have surveyed students, teachers, parents and management at five Estonian frontrunner
schools to sort out the situation. The results show different attitudes among
students, school leaders and staff – while all of them mostly possess necessary tools
and skills, teachers almost completely lack motivation to promote mobile learning. We
propose some positive and negative scenarios – for example, we predict major problems
if teacher training will not change, e-safety policies are inadequately developed or
authorities will continue the tendency to put all the eggs into one basket (e.g. by relying
solely on closed, corporate solutions for mobile learning platforms).

Abstract. This paper is based on a survey that addresses two main hypothesesthat there is a positive correlation between students' level of participation and their privacy awareness, and students with high levels of privacy awareness need to be assured that their open learning activities are protected from potential threats in order to achieve positive results. Results show that in fact there is a correlation between students' awareness of privacy and their predisposition to share and to participate in open leaning contexts.

The ways our children are using Internet have changed significantly within the last five years: the Web experience is more personalised, social, open, self-regulated and oriented towards ripping, remixing, sharing, following, reflecting. As a result, also e-learning has recently become more social and open, involving the use of personal learning environments or social networks. We believe that the schools are not ready for this yet, as strategies and regulations supporting open learning are not up to date. It may seem easier to restrict the use of e.g. Twitter or Facebook rather than integrate them into the learning process.
In 2011, we carried out the qualitative analysis of 201 e-safety related short stories presented by students (aged 12 to 16), parents, teachers, school IT managers and police officials, collected through the Safer Internet in Estonia EE SIC campaign. 2/3 of the stories are fictional – they may be based on urban legends which however appear to refer to real stories. 1/3 of the stories reflect real incidents. We mapped typical behaviour patterns and beliefs regarding privacy as well as the regulations and limitations concerning the use of social networks at schools.
Our study shows that typical safety incidents are not solved adequately when existing regulations are used by the schools. We found that most of the solutions used by schools to ensure e-safety are either technical or purely regulation-based, only some schools appeared to have studied or elaborated on pedagogical or behavioural aspects. Problems are defied by limitations and regulations, while actual safety incidents (whether in- or outside school) remain largely unsolved (or even undetected). Thus there is an urgent need for information and working guidance mechanisms for managers, teachers, parents and students. These matters must be solved before schools reach the critical mass in using e-learning, social networks and modern gadgetry as parts of curriculum.

The goal of our paper is to find out the readiness in Estonia to raise awareness of cyber security related social engineering, especially among common people. We have conducted a study involving schoolchildren and ICT students as well as members of the Cyber-Defence League (CDL). The findings will suggest a way to carry out related training programmes or campaigns. The recommendations are useful for coordinating the efforts of the four Ministries involved, addressing the crossroads of technical cyber security, social interaction, communication and education.

We found that most of the solutions used by schools to ensure e-safety are either technical or purely regulation-based, only some schools appeared to have studied or elaborated on pedagogical or behavioural aspects. Problems are defied by limitations and regulations, while actual safety incidents (whether in- or outside school) remain largely unsolved (or even undetected). Often, schools do excuse their unawareness with „we'll react when it happens“(secretly believing that it will not happen). Most schools also try to delegate such problems to parents - who in turn look up on schools for help, as their only reaction to safety incidents is often to apply time limits on Internet use. Thus there is an urgent need for information and working guidance mechanisms for managers, teachers, parents and students. These matters must be solved well before schools reach the critical mass in using e-learning, social networks and modern gadgetry as parts of curriculum. Schools are expected to apply new technologies in teaching and learning, but safety of student and teachers is paramount in this context

This paper is based on a survey that addresses two main hypotheses - that there is a positive correlation between students' level of participation and their privacy awareness, and students with high levels of privacy awareness need to be assured that their open learning activities are protected from potential threats in order to achieve positive results. Results show that in fact there is a correlation between students’ awareness of privacy and their predisposition to share and to participate in open leaning contexts. This is especially evident when students share their school assignments, grading results and teacher’s feedback or even their comments with others.

This paper is based on two studies about mobile learning in one secondary school in Estonia. The main question for this research was how should schools harness the increasing use of mobile phones, tablets at home in order to make it also beneficial for the schools? What are the emerging trends in mobile devices security that schools are facing when introducing m-learning to students? According to our findings, Estonian schools face various problems which must be addressed before any serious attempt at m-learning is made.

E-learning is becoming more social and open, resulting with open learning resources, open courses, open personal learning environments. This paper focuses on policy recommendations for preventing e-safety incidents at school. The problem is that currently used rules and procedures do not define how to actually manage risks, resolve or prevent their formation. In most cases, the proposed strategy is banning and access restrictions, but we claim that it does not solve the real problem. Nowadays, each student can take mobile Internet to school premises and use it as she/he pleases. This paper discusses the results of a Delphi study, which involved 25 Estonian informatics teachers and IT staff from the Estonian Informatics Teachers' Facebook Community and Tallinn Informatics mailing list. In addition, 75 upper-secondary school students, 13 parents, 6 specialists from different ICT and education-related fields and 6 school principals contributed to the recommendations. The study resulted with recommendations regarding Internet safety policies at schools but also on the social networks. On the other hand, some of the proposed recommendations are in conflict with constitutional rights and personal freedom of students and teachers.

"According to various sources, Estonian children are among the Top 5 in EU in both using new ICT solutions as well as experiencing the downsides (various online threats). Yet, the coordinated efforts in e-safety awareness rising are relatively recent, earlier activities were poorly coordinated, lacked continuity (due to project-based approach) and relied on mostly volunteers only. In the last few years, the Safer Internet in Estonia program has added the much-needed coordinating aspect.
Our goal is to define the topics that have and have not been covered by the program, identify the program's weaknesses and strengths, analyse its effect and recommend foci for next stages. We have analysed the content (study materials and an e-course) created by the project, experiences of the trainers and the course feedback. Based on these, we have formulated recommendations (from the viewpoints of the project, school management, parents and government) for an oncoming next stage"

A DIGITAL SAFETY MODEL FOR UNDERSTANDING TEENAGER
INTERNET USER´S CONCERNS
In education, Digital Safety is developing side-by-side with e- and mobile learning.
Digital Safety is also included in the Estonian Cyber Security Strategy that points
out challenges in social processes (rise of Cybercrime, protecting basic rights, as
well as both proactive and reactive measures in Cyber Security and Digital Safety).
New ways to use digital devices and solutions also bring along responsibilities,
issues with trust, security and safety, and a need for regulation. Nowadays in
Estonia, the area seems still to be a kind of Wild West as there are no mandatory
programs or guidelines for schools (teachers, students and parents) to address the
concerns and challenges – although these areas do have several good volunteerbased
initiatives that were used as a part of my thesis to collect information and
propose solutions.
Therefore, I formulate my research problem as follows: what steps must be taken in
order to raise the Digital Safety awareness and competencies of youth (aged 10−14)
and adults supporting them (as there is an overall lack of understanding of Digital
Safety concepts in the field of education). The objectives of this thesis were to
understand habitual Digital Safety behaviour of students aged 10−14, the
expectations of their parents, teachers and experts as well as awareness strategies of
the field; map and analyse risks and solutions of the field; design and develop an
analytical model for Digital Safety measures regarding persons or school as an
institution, and to compare both liberal and conservative solutions that strive to
change typical behaviour of students.
The methods used in the thesis were design-based research (the ADDIE model) and
the Grounded Theory method. Included in the toolkit used in studies were Delphi
technique, surveys, interviews, narratives, participatory action research and
qualitative content analysis. The focus groups for sampling were students, teachers,
parents, experts and university students. The analyzing tools came from the chosen
method, using different kinds of coding. The limitations of this study include
internal validity as I used coding as a main analyzing tool – this was dealt with
choosing different methods and sources for clarification. The study’s results are
somewhat limited to the local context as mainly Estonian schools were
participating, also the sampling is non-probable as it was chosen mainly by
snowball, convenience, homogeneous and case study methods. Reliability and
objectivity was improved by including external experts to the process.
The proposed Digital Safety model for understanding teenager Internet users’
concerns is divided into four sections: stakeholder zones and their influences on the
model, classification of risks, levels of concerns and solutions. There are six
possible ways to use this model: for developing a national strategy, for
understanding issues that are faced by the schools and students, for analyzing the
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behaviour of those responsible, for developing approaches and solutions that
address various types of challenges, for understanding cultural differences and
similarities and finally for predicting the effects in the future when new measures
are proposed or implemented.
For future research I see possibilities to go deeper into various aspects of Digital
Safety and its connection to young people, including trust towards government and
institutions among youth; lawful and lawless behaviour in digital realm; digital
interaction between young people and employers; technological and nontechnological
threats for young people online etc.