Social, legal, and ethical issues in the area of technology?
SOCIAL, ETHICAL, LEGAL, AND HUMAN ISSUES
Teachers understand the social, ethical, legal, and human issues surrounding the use of technology in PK–12 schools and apply that understanding in practice. Teachers:
A. model and teach legal and ethical practice related to technology use.
John Oliver, a San Diego-based systems administrator, recently remarked that "any technical endeavor that ignores social aspects is doomed to failure. It's like making soup without liquid."http://www.educause.edu/library/resources/making-soup-without-liquid-legal-ethical-and-social-issues-affecting-technology-decisions-higher-education After reading many articles about ethical, legal, and social issues with educational technology, I keep finding myself going back to the Nine Elements of Digital Citizenship. If we teach the students to become “digital citizens,” we are teaching the social, ethical, and legal aspects of technology. Making Digital Citizenship a daily curriculum topic just as you would “life skills” or “manners” would make becoming a digital learner much easier. Mike Ribbel states, “Digital Citizenship is more than just a teaching tool; it is a way to prepare students/technology users for a society full of technology. Digital citizenship is the norms of appropriate, responsible technology use.Too often we are seeing students as well as adults misusing and abusing technology but not sure what to do. The issue is more than what the users do not know but what is considered appropriate technology usage,” (http://www.digitalcitizenship.net/). Every single one of the nine elements hit all of the social, ethical, legal and even human issues that arise in the classrooms.
Social issues seem to be the most obvious to the teachers and the most feared. The idea of allowing students to browse the internet in the classroom, the thought of Facebook, MySpace, Twitter, Instagram, or any other social networking site, or the notion of allowing students to use their mobile devices in class as part of their learning has many teachers swirling with emotions. So, this is part of my job as not only an educator to the students, but to the teachers as well. Part of their fear is not understanding how to prevent, teach, and develop a plan for social networking and the issues that may arise. By using Digital Citizenship as a catalyst for not only the teacher training component, but also providing the students with details of each of the nine elements, our students are much more aware of the need for technology awareness than ever before. Elementary students now are much smarter about technology safety than middle and high school students who were not taught the ramifications and consequences of using technology inappropriately.
Unfortunately in my district we have had many deaths due to social media issues. Cyberbullying is a huge issue in my district and something we take very, very seriously. In my position, it is very difficult to reach every student of all seven of my elementary schools, so I rely heavily on the library media specialists to include digital citizenship, cyberbullying, netiquette, and safety into their daily curriculum. We do extensive training at the beginning of each year so that the LMS’s are well aware of any changes, new resources, as well as potential issues that may arise due to what is happening in the district, state, world, etc. We work together to be sure students and teachers are aware of the good, the bad, and the so-called ugly of social media. But, just like anything, students need to hear concepts repeatedly in order to retain needed information. As I do email training or work on projects with classrooms, I definitely touch on digital citizenship, netiquette, and cyberbullying while I talk about the needed awareness and heightened urgency as they grow older and begin to socialize digitally. Elementary students are still very fearful of the dangers of social media, however, alarmingly, many parents have allowed their (under 13 year old) elementary student to have a Facebook, Twitter, or other social media account. What type of example is being set and how can we as educators combat that example?
By having rules and guidelines such as the Acceptable Use Policy, the Mobile Device policy, as well as the Media Release form, we are showing students that we are willing to help protect their privacy while creating a safe learning environment where technology can and should be present in the educational process. Does that mean we should prevent them from using social media in the classroom? NO, definitely not. But, we need to do it safely, appropriately, and effectively. I know that many of my colleagues have been affected by social media issues and this has plagued their career so much so that they have left the teaching profession. Teaching the students morals not only falls back to their human character, but also to their digital footprint. Reminding the students that what they do now could have ramifications later may remind them to be their own moral moderator. The biggest issue with this, however, is not that the students won’t listen, but the parents are so caught up in social media that they are allowing it to also consume their student’s life. So, can there be too much technology, too much social media, and should there be a monitor?
Human / Ethical – This leads me to the human side of technology. Even though we can only guide our students, we have an obligation to the students by providing a “balance” in their education. Knowing how much technology is too much can be a daunting task, but making technology truly meaningful and a needed “life skill” helps to provide the students with examples of the right and wrong way to use technology.
But, even though we, as educators, try very hard to be sure we stay up-to-date in technology, give our students ample opportunities to use technology, as well as create a safe learning environment for our students when using technology, we sometimes fail miserably in this area. Why? Because we are either scared, feel inferior of the technology, or do not have the proper training to be sure technology is a daily part of the curriculum. In order to be sure we are not creating that same fear, lack of training, or depletion of time among our students, we need to be sure that we are not creating a “digital divide” within our classrooms/schools. Students who have difficulty obtaining access to technology outside of class, a lack of assistive technology for special needs students, as well as possible socioeconomic issues that arise over technology should not be divisions in the classroom. Schools need to be aware of such issues and be sure that all students are given equal opportunity to complete an assignment with a technology component. Even though this seems like common sense, this has become an issue with some of our schools and teachers. Differentiation is not a new topic, but for some reason, technology doesn’t seem to fall into the differentiation category. Again, this is where my job is extremely important in being sure that all students are given the opportunity to succeed with our without technology.
Ethical / Legal -
These two areas can go hand in hand so I am including them together. When I think of ethical issues with technology, I not only think of the difference between right and wrong, but I also think of the ramifications and consequences (legal) when ethics and morals are not followed with regards to technology. Using Digital Citizenship to provide a curriculum structure at the elementary level provides learners with a wealth of knowledge as their digital world continues to evolve.
Plagiarism has always been a big concern but now it is an even larger problem with technology. The quick and easy copy and paste has become a huge issue for students and teachers. Teaching the students from a very early age what constitutes plagiarism, what violates copyright laws, and what would be considered fair use is extremely important. Reminding the students that stealing music is also a violation (legally and ethically) amazes many of the younger students. But, all of this leads back to Digital Citizenship. I am a firm believer that by teaching the students through Digital Citizenship, we are providing the necessary 21st skills to be a valuable and appropriate member of a digital world.
Resources:
Teachers understand the social, ethical, legal, and human issues surrounding the use of technology in PK–12 schools and apply that understanding in practice. Teachers:
A. model and teach legal and ethical practice related to technology use.
- Copyright laws, fair use guidelines, acceptable use policy, and proper netiquette
- Digital divide, racial and gender equity, special needs learners, technology teaching and background
- Adaptive, assistive technology where needed, technology teacher experience
- Password and account security, cyberbullying, safety online, digital citizenship, monitoring and safe technology use, basic health and safety issues addressed, explore technology safely
- Monitoring and safe technology use, basic health and safety issues addressed, explore technology safely
John Oliver, a San Diego-based systems administrator, recently remarked that "any technical endeavor that ignores social aspects is doomed to failure. It's like making soup without liquid."http://www.educause.edu/library/resources/making-soup-without-liquid-legal-ethical-and-social-issues-affecting-technology-decisions-higher-education After reading many articles about ethical, legal, and social issues with educational technology, I keep finding myself going back to the Nine Elements of Digital Citizenship. If we teach the students to become “digital citizens,” we are teaching the social, ethical, and legal aspects of technology. Making Digital Citizenship a daily curriculum topic just as you would “life skills” or “manners” would make becoming a digital learner much easier. Mike Ribbel states, “Digital Citizenship is more than just a teaching tool; it is a way to prepare students/technology users for a society full of technology. Digital citizenship is the norms of appropriate, responsible technology use.Too often we are seeing students as well as adults misusing and abusing technology but not sure what to do. The issue is more than what the users do not know but what is considered appropriate technology usage,” (http://www.digitalcitizenship.net/). Every single one of the nine elements hit all of the social, ethical, legal and even human issues that arise in the classrooms.
- Digital Access – full electronic participation in society
- Digital Commerce – buying and selling online
- Digital Communication – electronic exchange of information
- Digital Literacy – knowing when and how to use technology
- Digital Etiquette – understanding appropriate and inappropriate uses of technology
- Digital Law – legal rights and restrictions governing technology use
- Digital Rights and Responsibilities – privileges and freedoms extended to all technology users, and the behavioral expectations that come with them
- Digital Health and Wellness – elements of physical and psychological well-being related to digital technology use
- Digital Security – precautions that all technology users must take to guarantee their personal safety and the security of their network
Social issues seem to be the most obvious to the teachers and the most feared. The idea of allowing students to browse the internet in the classroom, the thought of Facebook, MySpace, Twitter, Instagram, or any other social networking site, or the notion of allowing students to use their mobile devices in class as part of their learning has many teachers swirling with emotions. So, this is part of my job as not only an educator to the students, but to the teachers as well. Part of their fear is not understanding how to prevent, teach, and develop a plan for social networking and the issues that may arise. By using Digital Citizenship as a catalyst for not only the teacher training component, but also providing the students with details of each of the nine elements, our students are much more aware of the need for technology awareness than ever before. Elementary students now are much smarter about technology safety than middle and high school students who were not taught the ramifications and consequences of using technology inappropriately.
Unfortunately in my district we have had many deaths due to social media issues. Cyberbullying is a huge issue in my district and something we take very, very seriously. In my position, it is very difficult to reach every student of all seven of my elementary schools, so I rely heavily on the library media specialists to include digital citizenship, cyberbullying, netiquette, and safety into their daily curriculum. We do extensive training at the beginning of each year so that the LMS’s are well aware of any changes, new resources, as well as potential issues that may arise due to what is happening in the district, state, world, etc. We work together to be sure students and teachers are aware of the good, the bad, and the so-called ugly of social media. But, just like anything, students need to hear concepts repeatedly in order to retain needed information. As I do email training or work on projects with classrooms, I definitely touch on digital citizenship, netiquette, and cyberbullying while I talk about the needed awareness and heightened urgency as they grow older and begin to socialize digitally. Elementary students are still very fearful of the dangers of social media, however, alarmingly, many parents have allowed their (under 13 year old) elementary student to have a Facebook, Twitter, or other social media account. What type of example is being set and how can we as educators combat that example?
By having rules and guidelines such as the Acceptable Use Policy, the Mobile Device policy, as well as the Media Release form, we are showing students that we are willing to help protect their privacy while creating a safe learning environment where technology can and should be present in the educational process. Does that mean we should prevent them from using social media in the classroom? NO, definitely not. But, we need to do it safely, appropriately, and effectively. I know that many of my colleagues have been affected by social media issues and this has plagued their career so much so that they have left the teaching profession. Teaching the students morals not only falls back to their human character, but also to their digital footprint. Reminding the students that what they do now could have ramifications later may remind them to be their own moral moderator. The biggest issue with this, however, is not that the students won’t listen, but the parents are so caught up in social media that they are allowing it to also consume their student’s life. So, can there be too much technology, too much social media, and should there be a monitor?
Human / Ethical – This leads me to the human side of technology. Even though we can only guide our students, we have an obligation to the students by providing a “balance” in their education. Knowing how much technology is too much can be a daunting task, but making technology truly meaningful and a needed “life skill” helps to provide the students with examples of the right and wrong way to use technology.
But, even though we, as educators, try very hard to be sure we stay up-to-date in technology, give our students ample opportunities to use technology, as well as create a safe learning environment for our students when using technology, we sometimes fail miserably in this area. Why? Because we are either scared, feel inferior of the technology, or do not have the proper training to be sure technology is a daily part of the curriculum. In order to be sure we are not creating that same fear, lack of training, or depletion of time among our students, we need to be sure that we are not creating a “digital divide” within our classrooms/schools. Students who have difficulty obtaining access to technology outside of class, a lack of assistive technology for special needs students, as well as possible socioeconomic issues that arise over technology should not be divisions in the classroom. Schools need to be aware of such issues and be sure that all students are given equal opportunity to complete an assignment with a technology component. Even though this seems like common sense, this has become an issue with some of our schools and teachers. Differentiation is not a new topic, but for some reason, technology doesn’t seem to fall into the differentiation category. Again, this is where my job is extremely important in being sure that all students are given the opportunity to succeed with our without technology.
Ethical / Legal -
These two areas can go hand in hand so I am including them together. When I think of ethical issues with technology, I not only think of the difference between right and wrong, but I also think of the ramifications and consequences (legal) when ethics and morals are not followed with regards to technology. Using Digital Citizenship to provide a curriculum structure at the elementary level provides learners with a wealth of knowledge as their digital world continues to evolve.
Plagiarism has always been a big concern but now it is an even larger problem with technology. The quick and easy copy and paste has become a huge issue for students and teachers. Teaching the students from a very early age what constitutes plagiarism, what violates copyright laws, and what would be considered fair use is extremely important. Reminding the students that stealing music is also a violation (legally and ethically) amazes many of the younger students. But, all of this leads back to Digital Citizenship. I am a firm believer that by teaching the students through Digital Citizenship, we are providing the necessary 21st skills to be a valuable and appropriate member of a digital world.
Resources:
- http://www.digitalcitizenship.net
- http://prezi.com/6fz_r2bpduqb/legal-ethical-issues-of-educational-technology/
- http://www.wcu.edu/ceap/houghton/edelcompeduc/Ch13/Ch13SocialLegalEthical.html
- http://www.slideshare.net/rachelfarnese/legal-ethical-and-social-issues-in-technology
- http://www.iste.org/docs/pdfs/nets_for_teachers_2000.pdf?sfvrsn=2