背景:接触者追踪被认为是预防传染病传播的关键措施。世界各国政府采用了接触者追踪来限制COVID-19在学校的传播。利用数字技术的联系人跟踪工具(例如,GPS芯片,与手动方法相比,蓝牙无线电)可以提高效率。然而,这些技术可能会在保留方面引入某些隐私挑战,跟踪,以及个人数据的使用和共享,对它们在学校的适用性知之甚少。
目的:这是两项研究中的第二项,旨在探索数字工具和系统的潜力,以帮助学校应对预防和应对COVID-19爆发的实际挑战。目的是探索观点,需要,以及中学利益相关者的担忧(家长,教师,学生)关于实施三种用于联系人追踪的数字工具:门禁卡,接近跟踪,闭路电视(CCTV)。
方法:对中学生进行了焦点小组和访谈,父母,和老师。主题指南由技术和接受统一理论提供信息。结合了数据驱动和理论驱动的方法来确定主题和次主题。
结果:我们招募了22名参与者。调查结果表明,没有单一的解决方案适合所有学校,每个技术选项都有优点和局限性。现有的学校基础设施(例如,CCTV和智能/门禁卡技术)以及每所学校的地理位置将决定哪种工具最适合特定学校。在所有群体中,对安装和维护设备成本的担忧都很突出。家长和老师担心这些解决方案的应用将如何影响学生的隐私权。家长似乎也没有足够的知识的监测技术已经在学校(例如,CCTV)。学生,他们大多知道监控技术的存在,不太担心任何对他们隐私的潜在威胁,虽然他们希望保证任何解决方案都将用于他们的预期目的。
结论:研究结果表明,没有一种工具适合每所学校,上下文将决定哪种工具是合适的。这项研究强调了重要的道德问题,如隐私问题,在侵犯隐私与潜在利益之间取得平衡,围绕监视技术和数据使用的通信透明度,和同意的过程。在学校环境中实施联系人追踪技术时,需要仔细考虑这些问题。Communication,透明度,和同意在学校社区可以导致接受和参与新的工具。
BACKGROUND: Contact tracing is considered a key measure in preventing the spread of infectious diseases. Governments around the world adopted contact tracing to limit the spread of COVID-19 in schools. Contact tracing tools utilizing digital technology (eg, GPS chips, Bluetooth radios) can increase efficiency compared to manual methods. However, these technologies can introduce certain privacy challenges in relation to retention, tracking, and the using and sharing of personal data, and little is known about their applicability in schools.
OBJECTIVE: This is the second of two studies exploring the potential of digital tools and systems to help schools deal with the practical challenges of preventing and coping with an outbreak of COVID-19. The aim was to explore the views, needs, and concerns among secondary school stakeholders (parents, teachers, pupils) regarding the implementation of three digital tools for contact tracing: access cards, proximity tracking, and closed-circuit television (
CCTV).
METHODS: Focus groups and interviews were conducted with secondary school students, parents, and teachers. The topic guide was informed by the Unified Theory of Technology and Acceptance. Data-driven and theory-driven approaches were combined to identify themes and subthemes.
RESULTS: We recruited 22 participants. Findings showed that there is no single solution that is suitable for all schools, with each technology option having advantages and limitations. Existing school infrastructure (eg,
CCTV and smart/access cards technology) and the geography of each school would determine which tools would be optimal for a particular school. Concerns regarding the cost of installing and maintaining equipment were prominent among all groups. Parents and teachers worried about how the application of these solutions will affect students\' right to privacy. Parents also appeared not to have adequate knowledge of the surveillance technologies already available in schools (eg,
CCTV). Students, who were mostly aware of the presence of surveillance technologies, were less concerned about any potential threats to their privacy, while they wanted reassurances that any solutions would be used for their intended purposes.
CONCLUSIONS: Findings revealed that there is not one tool that would be suitable for every school and the context will determine which tool would be appropriate. This study highlights important ethical issues such as privacy concerns, balancing invasions of privacy against potential benefits, transparency of communication around surveillance technology and data use, and processes of consent. These issues need to be carefully considered when implementing contact tracing technologies in school settings. Communication, transparency, and consent within the school community could lead to acceptance and engagement with the new tools.