Mandated Information Disclosure Theory: Understanding Information Privacy and Disclosure Decisions in Educational Technology (EdTech)

Abstract

The global market size of educational technology (EdTech) has grown which is accompanied by information privacy risk primarily to students and their parents. However, while information privacy research has matured in the consumer space to explain individual information disclosure decisions, the educational context is unique and not well theorized. EdTech adoption demonstrate unique power structures where information disclosure decisions are made by educators on behalf of students who bear the risks. Traditional utility models of disclosure do not apply because the decision-makers have little understanding of the privacy risks involved with their EdTech adoption decisions. Although students may benefit from using EdTech apps, it can be argued that teachers gain the primary benefit from EdTech adoption because they enhance the teachers’ performance in educating students. To bring clarity to EdTech privacy, we integrate process theories of information disclosure and power theory to develop mandated information disclosure theory (MIDT).