1.  Wiam Younes & George Semlch Carnegie Mellon University & Robert Morris University

2.  Adoption of technology in schools  NETS Standard Four for educators  Federal and state compliance requirements - CIPA - FERPA - HIPAA - Data Breach Act  Cyber crimes are on the rise  Cyber citizenry  Determining Cybersecurity education outline  Method of delivery

3.  Two studies  Pilot 50 participants  Mixed methods - Quantitative (Surveyed 46 participants) - Qualitative (20 in-depth interviews)

4. The majority of the background survey participants (61%) were teachers, although some participants had more than one role. 4

5. 5

6.  100% use technology on daily basis in schools.  94% use computers and the internet more than once a day.  54% use mobile phones in education.  80% use the school attendance and grade system more than once a day.  70% use a Learning Management System e.g. Blackboard on daily basis.  74% use Wiki and/or blog on daily basis.  48% use Smart Board once a day. 24% on Safe Browsing 28% on FERPA 9% on the Safe use of mobile devices 4% Protecting personal information online 17% CIPA 44% Cyberbullying

7. 7 The level of C3 training in Allegheny County K-12 schools and the frequency of provided training. 1. Segmented 2. Informal 3. Scattered o “I don’t recall training for teachers and staff on cybersecurity, safety, and ethics topics.” o “Apart from general statements that I make all the time there has been NO formal program of training.” o “No formal training. Policies are discussed in email or in staff meetings.” o Cyber School educators “No training; We are sure there is an AUP but we never read it; some one at the school talks to students about acceptable behavior but we don’t know who.”

8. 8

9. 9

11. Hybrid modality can accommodate:  Training on a range of cybersecurity topics  Differentiated learning  Schools training culture  Optimizing learning  Lead by example  Real life experiences

12.  Move faculty and staff from understanding how to protect personal identifiable information towards acknowledging their role in protecting their cyberspace.  Incorporate the previous experiences of faculty and staff  Link the benefits of learning to faculty and staff’s role in building holistic responsible citizens  Integrate personal knowledge and real life situations  Eliminate hurdles  Celebrate appropriate behavior and initiatives

13.  Select the topics  Provide online information or content  Hands on training on the use of anti-virus, manage email, secure browsers and running updates  Facilitate peer-led sessions to share best practices  Support students led C3 projects  Support the integration of C3 topics in classrooms

14.  Twice an academic year  Email reminders  During peer-led sessions  During hands on training  Occurrence of an event

15. Select four methods of assessment.  Monitor teachers and staff cybersecurity actions  Conduct a pre and post assessment to assess any increase in the level of knowledge  Encourage teachers to organize cybersecurity events, competitions and presentations  Monitor the number of incidents  Attend classes covering C3 topics  Build an assessment tool at the end of asynchronous content  Collect participants' feedback at the end of hands on training session or peer-led session  Expose learners to a real-life cybersecurity threat  Video tape a group led session for future discussion  Monitor the number of questions and accurate responses in a Chatroom

16. Let us begin the discussion. Wiam Younes wiamy@cmu.edu @wyounes Safe Net Content https://safenet.3rox.net/