ABSTRACT
This paper discusses the platformization of education in the time of a global pandemic in order to better understand the potential privacy implications for the teachers who had first-hand experience with this rapid digital transition. We have developed a case study of Bulgarian secondary education including eleven in-depth interviews aiming to grasp the main context-specific concerns, values, and norms related to privacy in the sector. On the basis of this data, we argue that educational technology (edtech) should be governed with the communities it serves in mind while respecting the appropriateness and the integrity of the information flows. Potential disruptions should be renegotiated with all affected parties before settling for a certain digital solution to be used in class. © 2021 IEEE.