1.- CENTROS DE TRASNFORMACIÓN DIFERIDOS

First, the government, educators, teachers, parents, and data processors should always consider the best interest of the child. All applications must be arranged to eliminate the risk of a student being discriminated against. One of the issues we should consider is related to “informational self- determination.” The student must be informed about

which data are collected about her/him, how long they are kept, with whom they are shared, and the availability of the information (Article 29 Data Protection Working Party, 2009).

In this context, the “consent,” which is one of the grounds of legitimate processing of personal data, must be assessed. One of the most important aspects of consent that we must evaluate is the identity of the person authorized to give consent, especially as it relates to children. It must be stated that acceptance of consent by the related person as a reason for compliance with the law in the protection of personal data was developed on the basis of personal autonomy. Thus, what is protected in the contextual data related to a child is not in the interest of the parents but of that child (Article 29 Data Protection Working Party, 2009). So, if the requisite conditions are present, consent should be taken from the child whose data is processed. On the other hand, parents’ giving consent on behalf of their child by guardianship is more related to the concepts of “best interest” and “protection of the child” (International Working Group on Data Protection in Telecommunications, 2002). In addition, according to the Article 12 of the UN Convention on the Right of the Child, every child who has sufficient awareness to constitute his/her personal ideas has the right of explaining his/her opinions in every issue related to him/her (UNICEF, 1989). The ideal solution is to ask the opinion of every child who has reached a certain maturity level, even if this is not mandatory. On the other hand, the FATIH Project has no legal documentation indicating the proper usage of the personal data of children or conditions to obtain consent. This raises concerns about the usage of personal data by unauthorized persons who could sell the data without the consent of parents and/ or students. For instance, data kept regarding the students has the potential to be used in direct marketing. Specifically, the applications on tablet PCs allows various data that can be used for

marketing to be collected. Even in direct marketing activity used within the purpose of education, consent of parents and children depending on his/ her awareness level should be sought (Article 29 Data Protection Working Party, 2009).

Moreover, benefiting from Internet access could be a component of 1:1 education activities. At this point, an approach should be created that can provide opportunities for students to be raised as free individuals of a democratic state. On the other hand, there may be some restrictions on the healthy development of the child. Privacy should not be violated while monitoring activities, but, when it is necessary to transfer the data of children via Internet, it is important and necessary to take top- level data security precautions.

Collecting enormous amounts of data and data- integrated services causes privacy concerns and may affect the achievement of the goals of 1:1 education initiatives. InBloom, which collects the school information of students and shares it with teachers and parents, announced that it will cease operation. This is a remarkable example. InBloom’s main objective was to determine the needs of students accurately. Although there was no evidence that the company misused the information, privacy advocates and families expressed they were worried that this information might be marketed and/or stolen

(Dwoskin& Fleisher, 2014).

Conclusion

Smart boards and tablets in education are useful tools for the development of children, and the FATIH Project is meaningful and valuable in this respect. But the utmost care must be taken to obtain the desired positive results from such projects. At this point, privacy is a particular concern. As a matter of fact, in Turkey, restrictive decisions on Internet access, based on regulations often said to be for protecting children, have increased gradually, whereas a framework law for protection of personal information is yet to come into effect. In some instances, like the proper use of a child’s personal data, a general framework would be insufficient and there should be specific legislation that considers the special condition of the child. In this regard, in addition to comprehensive data protection law, a special regulation that guarantees children’s privacy should be implemented immediately.

This large-scale project has the potential to guide 1:1 education projects. However, overlooking privacy

significant risk for the efficiency and sustainability of the project. In Turkey, some NGOs have pointed out the consequences of FATIH Project. I hope that the government will hear these voices and the project will become a useful reference for the other similar initiatives in the world.

References / Resources / Links

Article 29 Data Protection Working Party (2009). Opinion 2/2009 on the protection of children’s personal data (General Guidelines and the special case of schools), WP 160. Retrieved from http://

ec.europa.eu/justice/policies/privacy/docs/wpdocs/2009/ wp160_en.pdf

COUNCIL, O. E. (1981).Convention for the Protection of Individuals with regard to Automatic Processing of Personal Data. Explanatory Report.

Dwoskin, E., & Fleisher, L. (2014). Parental Opposition Fells inBloom Education-Software Firm, Privacy Concerns Over Use of Student Data Lead Company to Close.The Wall Street Journal. Retrieved from http://online.wsj.com/news/articles/SB1000142405270230404

9904579516111954826916

Education Informatics Network. (2014). Retrieved from http://

tablet.eba.gov.tr/yardim/files/sss.pdf

FATIH Project (2013). Retrieved from http://fatihprojesi.meb.gov.tr/

tr/english.phph

International Working Group on Data Protection in

Telecommunications (2002). Childrens’ Privacy Online: The Role of Parental Consent.

Ministry of Development. (2014). The Strategy of

Information Society and Action Plan. Retrieved from http://

bilgitoplumustratejisi.org/tr/doc/8a94819842e4657b01464d502 5b80002

Ministry of Education (2014). Prime Minister Erdogan: If There Is Good Education, the Country’s Future Is Bright. Retrieved from

http://www.meb.gov.tr/basbakan-erdogan-8220okulda-iyi- egitim-varsa-o-ulkenin-gelecegi-parlaktir8221/haber/6687

Ministry of Education. FATIH Project. (2012) Retrieved from http://

fatihprojesi.meb.gov.tr/tr/english.php .

Pouezevara, S., Dinçer, A., Kipp, S., & Samsik, Y. (2013). Turkey’s FATIH Project: A Plan to Conquer the Digital Divide or a Technological Leap of Faith? Retrieved from http://erg.

sabanciuniv.edu/sites/erg.sabanciuniv.edu/files/Fatih.rapor_. ENG_.son_.pdf

Precidency of Development of Strategy of Ministry of Education. (2012). Formal answer to the written parliamentary question in 4/4/2012. Retrieved from http://www2.tbmm.gov.tr/d24/7/7-

5676sgc.pdf

Topelson, D., Bavitz, C., Gupta, R., & Oberman, I. (2013). Privacy and children’s data: An overview of the Children’s Online Privacy Protection Act and the Family Educational Rights and Privacy Act. Berkman Center Research Publication, (23). Retrieved from

http://ssrn.com/abstract=2354339

UNICEF. (1989). Convention on the Rights of the Child. Retrieved from http://www.ohchr.org/en/professionalinterest/pages/crc.

CHAPTER 4

Skills, Literacies,