Thanks for your thoughtful reply, Hudson. I completely agree that schools have an obligation to prioritize student privacy and ensure compliance with legal standards. The example of hidden body cams underscores how we need to be intentional about how any wearable recording device is used in educational settings. Schools rely upon and comply with applicable state and federal laws. I also share your concern that many smart glasses are not easily discernible (great photo!) and could inadvertently create situations where privacy or consent is violated.
That said, I believe schools can approach this challenge in a way that protects privacy while also leveraging the potential benefits of new technologies. While it may feel different from the conversations we've had about AI or smartphones, I see parallels in how we prepare students for the broader world. Just as we teach digital citizenship and responsible social media use, we can guide students in navigating the complexities of wearables.
For example, the story of Harvard students using smart glasses to create software that shares personal information (https://www.cbsnews.com/boston/news/harvard-students-software-glasses-personal-information/) illustrates how powerful-and potentially risky-this technology can be. Yet, it also demonstrates how innovation begins with curiosity and experimentation, often in structured environments like schools. By allowing students to 'play' with this technology under clear guidelines, schools could foster both creativity and ethical awareness. If possible, creating a sandbox space with school-owned smart glasses could ensure control while also providing access to explore the technology as well as innovative applications.
While I understand the need to take a firm stance, I also see an opportunity for schools to lead societal change by preparing students to engage with these issues before they encounter them in the world outside school. As future leaders, our students will inherit the responsibility of shaping how technology integrates into society. If schools are places where they can safely experiment and learn about the implications of technology, they'll be better equipped to make thoughtful, informed decisions as adults.
I agree with your point that privacy and safety come first. My hope is that school find ways to protect students and uphold legal standards while also fostering a spirit of innovation and critical thinking.
Craig Roble, Ed.D.
Original Message:
Sent: 01-15-2025 06:04 PM
From: Hudson Harper
Subject: Thinking about policy Re: smart glasses
Thanks for the detailed response, Craig. I'm typically aligned with the approach you described (we're working on a community effort to address screen use during social times at my school), but this feels different to me than the conversation about AI or phones in school. Philosophy about innovation aside, there are (in my opinion) real practical and legal concerns about letting anyone simply record all the time. If hidden body cams worn by faculty/staff or students wouldn't fly at your school, then I'm personally not sure how smart glasses would work.
For example, I'm in Washington, which is one of many states that requires two-way consent on recording in private. Arguably, much of a school environment can be considered public, but should individuals (especially students) have the onus put on them to always seek consent to be around someone while wearing active smart glasses or to remember to turn them off whenever they go into a private conversation (which is legally grey)? In my opinion, it's also not reasonable to expect your average person to recognize when someone is using a pair of smart glasses that are recording. If anyone hasn't seen smart glasses, look up the meta glasses by Ray Ban that came out last year.
I'm not looking to stoke fear or be reactionary, but I believe we have to protect students' privacy and not allow our students to potentially break laws while at school. I think if there were clear use cases with reasonable benefits and there were school-provided devices set up in a controlled environment, I'd feel differently. Or, you know, if all smart glasses were easily discernible, I wouldn't necessarily worry.
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Hudson Harper
The Downtown School
Seattle WA
Original Message:
Sent: 01-15-2025 03:24 PM
From: Craig Roble
Subject: Thinking about policy Re: smart glasses
Such a vital conversation, Hudson! I have some thoughts based on many years as a classroom teacher and several additional years working in an IT Department.
As schools grapple with AI and smart glasses entering our hallways, we're facing a classic innovator's dilemma: how to embrace promising technology while protecting our students' privacy, safety, and well-being. Recent works like The Anxious Generation and Never Enough: When Achievement Culture Becomes Toxic have sparked discussions about technology's impact on student mental health. These insights have shaped my perspective on what 'future readiness' truly means in today's rapidly evolving educational landscape.
At the start of this school year, we proactively updated our policies around cell phones and smartwatches, establishing boundaries that limit their use during the school day. These policies aim to protect focus, reduce distractions, and maintain an equitable environment. Exceptions were carefully considered for developmental (and health) needs across age groups, and I imagine any response to AI or smart glasses would follow a similar path.
That said, I believe there's an opportunity here for schools to take a more nuanced approach. Instead of defaulting solely to restrictive policies, schools might consider creating structured learning opportunities to explore the potential of this emerging technology. For example:
Technology Ethics in Action: Weaving real-world discussions about privacy, consent, and digital citizenship throughout our curriculum, using students' own experiences with these devices as a springboard for deeper learning.
Innovation Laboratories: Creating controlled environments where students and teachers can explore educational applications of smart glasses together, turning potential disruption into structured discovery.
Creative Cross-Pollination: Investigating how these tools might transform experiences in STEM labs, art studios, theater workshops, or similar spaces while teaching essential lessons about responsible tech use.
Collaborative Policy Design: Bringing students into the conversation as stakeholders, helping them understand both the possibilities and responsibilities that come with powerful technology.
While clear boundaries remain essential, they shouldn't prevent us from embracing opportunities to teach students how to use new technologies responsibly and meaningfully. By striking this balance, schools can help students build the skills they'll need to navigate a world where the line between physical and digital continues to blur.
However, I don't know that many schools are ready to implement such practices at this time and certainly support necessary actions taken to protect privacy and consent. But, maybe additional considerations can be considered as part of the conversation.
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Craig Roble, Ed.D.
K-12 Educational Specialist
Punahou School
Honolulu, Hawaii
(808)944-5728
Original Message:
Sent: 01-14-2025 03:13 PM
From: Hudson Harper
Subject: Thinking about policy Re: smart glasses
With more and more wearable devices coming into the market this year, it seems there's a good chance we might see smart or "AI" glasses in our schools. With questions about privacy and consent (e.g. student either intentionally or unknowingly records other students/teachers without the subject being aware), I was wondering if any schools have already thought about this or has preemptive policy in place about whether or not smart glasses are approved devices.
Thanks for any thought/input!
#SustainingInnovationandLookingAhead
#Leadership
#CybersafetyandDataSecurity
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Hudson Harper
The Downtown School
Seattle WA
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