Discussion 1

I have always advocated for the integration and use of technology, both in learning and
outside the learning environment. Thus, it was not hard selecting a position for purposes of this
discussion. I have the view that technology has a strong and positiveness usefulness, and I favor
the widespread and rapid adoption of social media technologies in student services. Schuh et al.
(2017) state that one of the ways through which student affairs professionals can use social
media technologies to maintain a connection with students. Through geolocation data,
professionals can trace data through natural uses of technology. The data collected can then be
used to measure the involvement of students around campus. Having an understanding of the
involvement of students in campus sets ‘fertile’ ground for the professionals to establish a
connection with the students. Evaluation of geolocation data helps student affairs professionals
to identify students who are uninvolved around campus. They are then in a position to take the
necessary steps to help with their academic and social integration. Professionals can also use
geolocation data to carry out predictive analytics.
When geolocation data is used alongside trace data, which may include student phone
class, texting, and use of digital textbooks, it could provide useful information and help in
identifying students who face a risk of low academic performance. Generalized methods can be
used to identify students who are at risk of performing lowly, and professionals then take
measures to help the students overcome possible barriers. Further, trace data helps in the
identification of students who are at risk based on their behavior patterns. Scholars suggest many
other ways through which predictive analytics and trace data can be used to help students. For
instance, a residence advisor may use the data to identify a disengaged student and put effort to
increase the student’s overall engagement. Disengaged students face a risk of high intolerance

hence the need for intervention. Data is likely to change constantly. Through real-time
monitoring of data, student affairs educators can increase the effectiveness of their interventions
by collecting data constantly.
However, critics of the use of geolocation data to collect data on students argue that it
raises security and privacy concerns. Geolocation data is collected in somewhat pervasive means.
Personal privacy is lost as third parties use data from social media accounts to analyze a student
(Stier et al., 2020). Data is collected, analyzed, and then used to make decisions and evaluations
of a student’s behavior. It is like the student is exposed to a study without their knowledge or
consent. Although there is justification for data collection, as it is used to make positive
decisions, the students’ right to privacy is violated. When students are aware that their data is
being monitored in real-time, they may become conscious of what they post. Data collected may
not be a true reflection of what students are going through in their lives.
The use of geolocation data raises privacy issues. However, according to Schuh et al.
(2017), the data should not be used in a manner that the names of individual students are used to
identify them. Instead, students should be identified using an identification number. When the
data is sent out, I should be encrypted when it is sent out to experts for analyses. During
analyses, all measures should e put in place to ensure that the process follows regulations and
requirements as laid down by the Family Educational Rights and Privacy Act (FERPA). Students
should also be informed about methods used to collect data from their social media accounts.
There should also be transparency in that students know how the data will be utilized. They
should be made aware of how the data will be disposed of after use, as well as when the
experiment will start and end. When used in an ethical manner, geolocation data does not have to

raise privacy concerns. It will produce desirable outcomes as all concerned parties will e
comfortable with methods used to collect, analyze as well as dispose of the data.
Overall, I support the use of geolocation data to analyze student behavior. I believe that
as long as methods used to collect the data comply with laid out regulations and requirements,
then the data is used for the right course. The data produces results that could be used to
positively change a student’s life on campus. I believe that student affairs professionals have a
role in engaging in activities that build their connections and relations with students. The use of
geolocation data is an effective method. As long as it is done correctly, my position is that it is a
practice that should be used to alleviate social and academic problems faced by students. Some
students may not disclose their information one on one to student affairs practitioners. However,
such information can be identified through analyses of track data, and the student receives the
necessary help.

References

Schuh, J. H., Jones, S. R., & Torres, V. (Eds.) (2017). Student services: A handbook for the
profession (6th ed.). Retrieved from http://ebookcentral.proquest.com
Stier, S., Breuer, J., Siegers, P., & Thorson, K. (2020). Integrating survey data and digital trace
data: key issues in developing an emerging field.