Right now, as millions of kids all over the world are in the midst of crisis learning done digitally, we are creating the perfect cybersecurity storm. Think about it. While many parents are also working at home, they hardly have the time to conduct their own work, let alone watch over their kids as they do everything online. Students, some as young as preschoolers in the case of my own children, are being given usernames and passwords for numerous online tools. They are being thrown into chat rooms, posting videos, conducting Zoom sessions, and it’s all part of school – traditionally a safe place with enabled controls and governance. Yes, we are dealing with a crisis, and yes, teachers are doing yeoman’s work to pivot during these unprecedented times. However, one begs to question whether our kids are really better off, at least those who have not been given a crash course in the dangers of the web and the importance of true digital citizenship. Just like the rest of us, teachers were thrown quickly into this new normal, and we need to do our best to help.
In education circles, we always question the efficacy of a fully digital learning model. We talk about the curriculum and engagement. We talk about equity. And while there has always been some talk about digital citizenship, there is not enough real discussion around cybersecurity. As parents, it’s really on us to question this. How much time has been spent discussing online safety, privacy and personal data protection, ethical vs. nefarious hacking, cyberbullying, and the like? Should we really be comfortable throwing kids of all ages into a fully digital environment without the adult oversight, for all hours of the day? What should we be doing about this? Yes, as parents, it’s our responsibility, but if both parents are working all day (from home or not), how can we watch every move being made online, all day long?
With expanded digital learning here to stay, definitely for the short term and likely for the long term, it’s time for a mandated national curriculum, standards and instruction around cyber. Whether we like it or not, kids of all ages are going to be dealing with these issues for the rest of their lives. In the United States, through the Department of Homeland Security, the National Initiative for Cybersecurity Careers and Studies has published a myriad of materials for educators to use. This is a start. However, we need to do our best to educate teachers and administrators that this is not just important, but critical. As parents, we need to do our part to have those conversations with our children. We also need to raise our voice to make this a global issue.
At ISACA, this means that our members can help by volunteering to do sessions with their local schools to discuss cybersecurity. We need to publish thought leadership on the matter and spread the word through our social channels. We also need to talk to our schools and ask if programs in digital citizenship are being made available to students. If they aren’t, we need to demand that they be provided. In times like this, they are more important than the core subjects because student safety is at risk. I encourage any of our members to reach out and volunteer to do any of these things so that we can elevate the importance of this issue.
However, cybersecurity cannot be a one-and-done workshop. This content and guidance needs to be woven into everything students are doing online. With the recent issues related to Zoom, and the numerous cyber and privacy issues that preceded them, nothing kids do online is safe anymore. The bullying that used to happen in the hallways is happening in the chat rooms. Kids, even those in elementary school, are hacking into accounts and wreaking havoc. Predators are everywhere, bots are infiltrating schoolwork, and students are simply growing accustomed to it. This is not meant to be a message of doom and gloom, as it really is remarkable how quickly teachers have pivoted in these times of crisis, but rather a wake-up call. As parents, we need to take action.
Again, please do not take this as an indictment against the amazing work being done in schools all over the world right now. Instead, this is intended simply to point out that we are moving too fast and we need to step back and ensure that the infrastructure is in place to make what we are doing truly effective. For my two kids, I would rather them learn these fundamentals right now, even more than I want them to learn concepts in math and science – although these are not mutually exclusive. And, as ISACA, with the best experts in the field among our membership, I am confident we can help.
