Empowering Student Agency in the Digital Age: The Role of Privacy in EdTech

In December 2024, New America’s Teaching, Learning, and Tech program, in collaboration with colleagues from the Open Technology Institute (OTI), hosted a roundtable to explore education technology (edtech) and the impact of privacy policies on digital student agency. Eleven participants—high school students, teachers, nonprofit leaders, superintendents, and program managers from urban, rural, and Tribal communities—spoke about the opportunities and challenges of edtech in empowering student agency while acknowledging the complexities of privacy concerns.

Student agency—often defined as the individual’s or group’s ability to make purposeful choices—is a cornerstone of effective learning. Research shows that when educators create environments where students are actively shaping and regulating their own education, students develop the critical skills and mindset necessary for lifelong learning and academic success. Technology, when used intentionally and done well, can foster student agency by supporting creativity, curiosity, and personalized learning experiences.

However, the widespread adoption of edtech has redoubled significant concerns about how schools monitor student activity, how corporations handle student data, and how schools and corporations use the data they collect. Foundational laws such as the Children’s Online Privacy Protection Rule (COPPA), the Children’s Internet Protection Act (CIPA), and the Family Educational Rights and Privacy Act (FERPA) aim to protect student privacy, but they can inadvertently create barriers to information access and student access to platforms, potentially undermining student agency.

For our roundtable discussion, we asked:

• What are the current possibilities, challenges, and attitudes of edtech?
• What are current privacy policies that may hinder or support more meaningful digital learning for all students?
• What are examples of edtech uses and practices that are helpful or harmful?

The discussion highlighted outstanding questions and also generated new ones.

Participants unanimously agreed on the transformative potential of edtech when implemented responsibly and effectively. At its best, edtech expands access to personalized learning and enriches subject-specific education. Students shared positive experiences using such tools as Khan Academy and Suno AI that use artificial intelligence (AI) to bridge learning gaps, support critical thinking, and offer multimedia instruction tailored to individual needs. Emerging technologies, such as generative AI and virtual reality, offer new opportunities for engagement.

But these technologies also raise concerns about data privacy and equitable implementation. Some participants acknowledged the dual-edged nature of technology. While it can empower students, misused or poorly designed safety and security systems can erode students’ privacy, restrict their agency, and exacerbate inequities, both in and outside the classroom. The following primary concerns emerged from our discussion: (1) disparities in broadband and device access, (2) importance of privacy in student learning, (3) limited awareness of privacy policies, (4) restrictive edtech practices, and (5) unequal use of technology.

Access to edtech is tied to reliable broadband and appropriate devices. The COVID-19 pandemic underscored the fact that broadband access is a defining factor in achieving positive educational outcomes. While COVID-era funding temporarily improved schools’ digital infrastructure, much of this support has since been withdrawn, leaving districts struggling to maintain equitable access, even though technology access is directly correlated to student performance.

Participants noted significant variation in device accessibility across districts. Some students had personal laptops, while others relied on school-provided devices with restricted off-site use. Educators emphasized that inconsistent broadband access exacerbates this divide, especially for students in temporary housing, shelters, or areas with limited infrastructure. Educators shared how slow or overloaded networks on testing days can disrupt learning and heighten stress, while unreliable home connectivity remains a persistent barrier for many students and contributes to a gap in homework completion.

These disparities in edtech access often mirror and exacerbate systemic inequities. Students from rural areas, for example, are less likely to have reliable broadband and may also lack the community infrastructure for supplemental learning opportunities, such as afterschool programs or digital literacy initiatives. As one education advocate said, “Historically marginalized communities continue to be at a disadvantage in terms of technology access.” These inequities compound over time and widen educational attainment and workforce readiness gaps.

To address these challenges, some districts have partnered with internet service providers or developed localized connectivity solutions. However, participants stressed that broader, more sustainable investments are needed to close the digital divide.

Privacy is foundational to student growth, creativity, and self-discovery. When students feel confident that their actions and interests aren’t under constant surveillance, they are more likely to take intellectual risks, explore new ideas, and engage in creative problem-solving. As one student noted, “Privacy allows students to feel confident in their learning without fear of judgment.” Privacy creates a safe space for students to learn, fail, and try again. It allows students to experiment, develop confidence in their abilities, and explore their identities without fear of judgment or unintended consequences.

However, not all edtech is designed with privacy in mind. Some platforms prioritize data collection over student well-being, often selling or mismanaging sensitive information. One educator admitted, “I did not understand third-party cookie tracking until I gained insight from reading about content monitoring in preparation for this roundtable.” Schools must act as responsible stewards on behalf of students, ensuring that policies prioritize security, transparency, and ethical data use.

Protecting student privacy is about more than compliance; it’s about cultivating trust. When students and families believe their data is secure, they are more likely to embrace technology as a learning tool. Poorly managed privacy practices not only undermine this trust but also limit students’ ability to engage fully with digital resources. One educator noted, “Privacy to me means granting students the confidentiality, freedom, and space to be themselves.” For one student, “[Privacy is] my sense of self, being able to know that I have the privacy of my space, my mind, my beliefs.”

Without strong privacy protections, students risk long-term consequences that limit their opportunities and autonomy as adults, from targeted advertising and algorithmic profiling to employment discrimination and financial exploitation.

Both educators and students expressed confusion about existing school or district privacy policies. Many educators admitted unfamiliarity with the specifics, while students noted that privacy policies are often buried in lengthy codes of conduct signed without full understanding. One educator noted that laws like COPPA, CIPA, and FERPA, while foundational, often fail to address the nuances of modern technology. For instance, COPPA’s focus on children under 13 leaves older students vulnerable to invasive data practices. FERPA, last updated in 2002, requires schools to protect personally identifiable information but, for example, does not account for common issues with edtech that uses generative AI, such as open-ended textbox interfaces that don’t limit unauthorized personally identifiable information disclosure.

One student explained, “These policies are loaded with information that people just sign and go. It’s important to actually learn, read, and understand. This is dealing with our security and our information.” Another said, “I feel like a lot of students don’t know the risk of not having control over your information.”

To foster digital awareness and agency, roundtable participants recommended privacy and tech-use policies be created by students, families, educators, and administrators working together. These policies should be clear, accessible, and adaptable to evolving technologies. Embedding privacy education into curricula, student-led workshops, school events, or parent-teacher conferences would help students better understand their digital rights and responsibilities in a digital world. Without a foundation in privacy awareness, students will struggle to advocate for their rights, protect their personal data, or understand the long-term risks of a poorly managed digital footprint.

Educators often lack a clear understanding of how to handle student data. Administrators should support teachers by providing best practices around personally identifiable information and digital privacy in daily interactions. Schools must recognize that prioritizing privacy isn’t just about legal compliance—it’s about preparing students for responsible digital citizenship.

Participants noted that students’ digital autonomy is often curtailed by restrictive policies such as blanket site blocking, excessive monitoring, and biased moderation. While these measures are intended to prevent misuse, participants said they frequently limit access to legitimate learning materials and hinder collaboration.

Many districts block major social media platforms and other online resources, which means that teachers must request frequent exceptions. “We’re always adding exceptions to unblock content,” one teacher said. In some schools, teachers allow students to use their own personal devices or email accounts to access the resources they need to complete their assignments.

Other restrictive practices mentioned include disabling collaborative tools such as email, document sharing, and group communication platforms. Teachers reported that these policies force them to focus on adherence rather than fostering meaningful learning experiences. One teacher said, “Instead of teaching, I’m just monitoring compliance.”

Some participants noted a growing post-pandemic reliance on technology in classrooms, characterized by excessive independent work and limited peer interaction. One teacher said, “It’s all thumbs and hands. I think voices are so important. Any class where kids are talking—that is so much better. If I can get them to have a whole dialogue, the learning sticks more.”

Over-moderation can also hinder students’ ability to navigate digital spaces independently. This concern raises important questions about whether restrictive practices prepare students for the complexities of the digital world, including higher education and the workforce, where self-regulation and informed decision-making are crucial. These blanket restrictions often disproportionately impact marginalized communities, exacerbating existing inequities. Participants recommended that schools revisit digital monitoring policies to ensure they balance security with student autonomy and engagement.

The potential of edtech to foster learning and enable creativity is often not experienced equally across schools, districts, and student populations. As one participant observed, “Some groups of students use edtech as a means to consuming [information passively]—reading [or] watching content—while others are more actively involved in using technology for production and creation.” Content creation requires technical skills that are often less accessible to students with less access to computers, broadband, and tech support. These differences in experience raise important questions about who gets to be a creator and who is left out, with implications well beyond the classroom environment.

This divide also affects students with disabilities, English language learners, and those from marginalized groups. Assistive technology devices are often underfunded and schools often lack individuals who can provide proper guidance, limiting accessibility. One participant from a Tribal community emphasized the fact that effective edtech must respect and incorporate cultural contexts.

Imbalances in edtech access are also seen between students and teachers. While educators have flexibility in using advanced edtech tools—such as AI for grading and analytics—students are rarely given similar access. One student participant said, “Teachers see the data for student learning; these learner analytics should be available to individual students as well.”

The pandemic accelerated the reliance on technology in education. However, as emergency funding fades, districts are grappling with fragile edtech ecosystems. To empower students and ensure technology supports learning rather than restricting it, stakeholders must prioritize equity, transparency, privacy, and collaboration. Our roundtable yields five recommendations.

1. Ensure Equitable Access to Edtech and Digital Infrastructure

• Communities should identify and advocate for ways to ensure students have access to reliable broadband and personal learning devices.
• School districts, students, and families should co-design policies that ensure students can access the information and resources they need to learn, both in school and at home.
• Developers and designers need to include students, educators, and families on their teams when creating human-centered tools that foster trust and meet classroom needs.

2. Design Privacy and Tech Usage Policies with Students

• Schools should establish processes for students, educators, and parents to collaborate in developing policies that ensure transparency, digital autonomy, and responsible data practices that address real-world classroom needs. These policies should be clear, adaptable, and regularly reviewed to address evolving technology and needs.
• Schools should introduce privacy and tech usage policies with student-led workshops and integrate privacy education into curricula.

3. Adopt Privacy-First Edtech Development and Procurement

• School administrators and procurement officers should prioritize tools aligned with privacy laws and ethical data standards that minimize data collection, prohibit unauthorized sharing of personally identifiable information, and ensure transparency in AI training practices.
• Policymakers should work to strengthen privacy requirements for edtech procurement and hold vendors accountable for data protection.
• Edtech companies should implement privacy-by-design methodologies, including data minimization, encryption, and transparency about data usage.

4. Reevaluate Overly Restrictive Monitoring and Filtering Policies

• School administrators should review content filtering and surveillance policies in collaboration with educators and students to ensure that security measures do not unnecessarily limit educational opportunities or student agency.
• School policies should balance protection with fostering learning, creativity, and digital autonomy.

5. Increase Privacy and Digital Literacy Education

• School districts should integrate digital privacy education into K–12 curricula.
• Teacher preparation programs should equip educators to teach data privacy, responsible tech use, and strategies for helping students navigate digital risks.

As edtech continues to evolve, schools must adopt an iterative approach, regularly reassessing policies and practices. By embedding student perspectives and prioritizing agency in all phases of edtech design and policy implementation, schools can shift from restrictive systems to empowering environments. When technology enhances learning, it becomes a tool for individual and collective curiosity and agency, paving the way for every student to succeed.