The transition to emergency remote teaching (ERT) through the use of video conferencing software during the COVID-19 lockdowns posed significant challenges to privacy management for both pupils and teachers across the world. One question became pivotal: Must I turn my camera on? While the question of turning on one’s camera has pedagogical consequences, our study sets out to examine the implications for pupils’ and teachers’ privacy. Focusing on a comparative approach, and drawing on communication privacy management and contextual integrity theories, we examine the negotiations over privacy during ERT in high schools in two distinct privacy cultures (Israel and Germany). Based on semi-structured interviews with pupils and teachers ( n = 35) we found that despite substantively different cultural predispositions, legal environments, and rhetorical rationales, the established norms and privacy management strategies related to camera use were strikingly similar among both teachers and students in the two countries.

中文翻译：

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打开它！打开它？德国和以色列 COVID-19 封锁期间在线学习中学生和教师的隐私管理


在 COVID-19 封锁期间，通过使用视频会议软件过渡到紧急远程教学 （ERT），这对全球学生和教师的隐私管理构成了重大挑战。一个问题变得至关重要：我必须打开我的相机吗？虽然打开摄像头的问题具有教学效果，但我们的研究旨在研究对学生和教师隐私的影响。我们专注于比较方法，并借鉴通信隐私管理和上下文完整性理论，研究了两种不同隐私文化（以色列和德国）中高中 ERT 期间的隐私谈判。基于对学生和教师 （n = 35） 的半结构化访谈，我们发现，尽管文化倾向、法律环境和修辞理由存在实质性差异，但与摄像头使用相关的既定规范和隐私管理策略在两国教师和学生之间惊人地相似。