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The report highlights data collection via education and recordkeeping software and discusses how technology expands marketing into both public and private spaces. It analyzes education-related commercialization practices and their normalization of consumer surveillance, raising concerns about children’s privacy as well as physical and psychological well-being and the integrity of education.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/learning-to-be-watched-the-eighteenth-annual-report-on-schoolhouse-commercializing-trends-2014-2015-executive-summary/583447/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/learning-to-be-watched-the-eighteenth-annual-report-on-schoolhouse-commercializing-trends-2014-2015-executive-summary/583447.png","ImageObject",300,407,{"name":92,"@type":93},"Jake","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-06","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":52},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How do digital technologies used by marketers affect students according to the report?","Question",{"text":112,"@type":113},"They evolve into sophisticated, personalized systems that keep children and adolescents constantly connected to advertisers. 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Find NEPC publications at [http://nepc.colorado.edu](http://nepc.colorado.edu).  \nNEPC editorial board: [http://nepc.colorado.edu/editorial-board](http://nepc.colorado.edu/editorial-board).  \nSuggested Citation:  \nBoninger, F. and Molnar, A. (2016) . Learning to be Watched: Surveillance Culture at School—The Eighteenth Annual Report on Schoolhouse Commercializing Trends, 2014-2015. Boulder, CO: National Education Policy Center. Retrieved [date] from [http://nepc.colorado.edu/publication/](http://nepc.colorado.edu/publication/)[ ](http://nepc.colorado.edu/publication/)[schoolhouse-commercialism-2015](schoolhouse-commercialism-2015)  \nThis material is provided free of cost to NEPC’s readers, who may make non-commercial use of the material as long as NEPC and its author(s) are credited as the source. For inquiries about commercial use, please [contact NEPC at nepc@colorado.edu](contact NEPC at nepc@colorado.edu).  \nleARning To be WATched: SuRveillAnce culTuRe AT School  \nThe eighTeenTh AnnuAl RepoRT on SchoolhouSe  \ncommeRciAlizing TRendS , 2014-2015  \nFaith Boninger and Alex Molnar, University of Colorado Boulder  \nExecutive Summary  \nDigital technologies used by marketers continue to evolve. Sophisticated and personalized, they help ensure that today’s children and adolescents are constantly connected and available to advertisers wherever they may roam. Moreover, because digital technologies enable extensive personalization, they amplify opportunities for marketers to take over not only public space but also individuals’ private space. In this year’s report, we consider how schools facilitate the work of digital marketers and examine the effects of their relentless tracking of and marketing to children.  \nSchools now routinely direct students online to do their schoolwork; and they collect student data using education and recordkeeping software that is useful to marketers as well—creating a threat to students’ privacy. Schools’ embrace of digital technology augments and amplifies traditional types of education-related marketing, which include: (1) appropriation of space on school property,(2) exclusive agreements,(3) sponsored programs and activities,(4) incentive programs,(5) sponsorship of supplementary educational materials, and (6) fundraising. These marketing efforts, conducted with the implicit blessing of administrators, teachers, and parents, combine to normalize for children the notion that corporations have a legitimate role in their education and in their lives more generally. In addition to threatening children’s right to privacy, these practices raise serious concerns about their effect on children’s physical and psychological well-being and about their impact on the integrity of the education children receive. By engaging in these practices, schools abet the socialization of students as consumers who take for granted that others have a right to keep their behavior under constant surveillance for marketing purposes—even at the cost of their own well-being.  \nRecommendations:  \nIt is recommended that:  \n1. Parents, teachers, and administrators—as individuals and through their organizations—work to ","cbCaiu3TsNDidLPK","https://ap.wps.com/l/cbCaiu3TsNDidLPK","pdf",1243493,58,"English","# Executive Summary\n## Digital technologies and constant connectivity\n## Data collection and threats to privacy\n## Education-related marketing practices\n## Recommendations","[{\"question\":\"How do digital technologies used by marketers affect students according to the report?\",\"answer\":\"They evolve into sophisticated, personalized systems that keep children and adolescents constantly connected to advertisers. They also expand opportunities for marketers to monitor students’ public activities and private spaces.\"},{\"question\":\"What privacy risks does the report link to schools’ use of digital technology?\",\"answer\":\"Schools direct students online for schoolwork and collect student data with education software that can also be useful to marketers. This creates a threat to students’ privacy and enables relentless tracking and marketing.\"},{\"question\":\"What kinds of education-related marketing practices does the report describe?\",\"answer\":\"It describes several categories including appropriation of space on school property, exclusive agreements, sponsored programs and activities, incentive programs, sponsored supplementary educational materials, and fundraising.\"}]","Learning to be Watched - The Eighteenth Annual Report on Schoolhouse Commercializing Trends, 2014-2015 - Executive Summary | PDF",1792047262,146]