Response to "Cyberethics: What is Right and What is Wrong? Helping young people use information and communication technologies in an ethical manner."

2008-06-13T13:33:00.000-07:00

As I have stated previously, I believe that technology is emerging more and more as an increasingly useful resource for teachers to use in the classroom with their students. However, not every teacher will choose to use technology in their classroom in the same ways. Each teacher should assess and determine where and how they can effectively utilize technology to enhance the learning opportunities they provide. However, as positive as technology can be, there are also some issues that have to be anticipated and addressed before they occur to eliminate some of the bad things that can happen when not used appropriately.

For example, when using the Internet, students must be made aware of their ethical responsibilities in the world of "Cyber Space." Even before we had discovered the technology that allowed us to enter that world of intricate networks and data transfer, we faced the possibility of increasingly negative choices people can justify making when they have no fear of consequences of judgment. In the article, it was discussed that Plato raised this very issue in his story about the Ring of Gyges. In the story, a shepherd found a ring that gave him the ability to become invisible. This raised some very real questions: How do we choose to behave if we are invisible? Will we do whatever we want even if it is wrong because no one can catch or see us? Will we do something that can hurt someone because no one will know who did it? Or will we always do what is right, because we know that even if we cannot be seen, we are still doing something wrong and unacceptable, and that knowledge is enough to deter us?

When young people use the Internet, they gain this sort of invisibility. It can be a heady and empowering experience, which isn't necessarily bad, if they are given guidelines and feedback on what can occur if they do something that is unacceptable. Students are still developing their individual moral codes, and if they are given too much freedom without guidelines on how to perform, they might head down the wrong path.

As educators, we obviously realize that our job is to provide students with proper education. If we open the classroom to the world of cyberspace, we are opening ourselves to the responsibilities that opportunity inherently requires. Though that can be scary, it isn't much different from the life lessons students should be learning from us, as educators, as well as their parents.

The article discussed different methods we can teach students, which ultimately help them to measure whether or not they are choosing an appropriate action or if their choice would be harmful or wrong.

Help young people to understand how their actions can cause unseen harm to others. If students can think about how something they do will make the recipient feel, they will be able to empathize with the situation, enabling them to make a positive choice. Without learning this, children end up lacking the component of empathy that allows them to feel emotion because of how another person is feeling, enabling them to make negative choices because they simply cannot comprehend the lack of morality or compassion they are exhibiting.

Help young people learn to do what is right, regardless of the potential detection and punishment. If we only teach not to do something because it is against the rules, it won't be as effective as if we teach them the reason behind the rule being created. Usually rules are created because of the possible harm to another person. In a world where we are invisible (the Internet) it is much more powerful to say "Don't do this because if you do you will harm someone by..." than to say "Don't do this because it is the rule."

Help young people learn to use effective decision-making strategies to help guide their behavior in a responsible way.

The Golden Rule: How would you feel if it was done to you?
The Mom or Dad (or equivalent) Test: What would your mom or dad (or whoever you look to for guidance) think about what you are doing?
The Front Page Test: If your action was reported on the front page of a newspaper, what would other people think?
The "If Everybody Did It" Test: What would happen if everyone made the same decision as you?
The Check Inside Test: How do you feel about what you are about to do?

All of these methods help children to really evaluate the choices they are making. As teachers, we must inform them that through these methods they will be able to know if they are making a positive or negative choice. We know how we feel inside when we are doing something, and generally, right before we get in trouble or someone gets hurt, we know that it isn't right. By giving students these self-tests, they will be better equipped to make choices in a world where they are invisible, and adults aren't always around to guide them every step of the way.

In the end, technology isn't much different from other tools we have provided children with in the past, when it comes down to moral issues and ethical decisions. We have always been required, as role models, to give students proper tools and behavior models to act appropriately in the classroom environment as well as outside in their homes or communities. Obviously this isn't entirely our job, parents shoulder most of this responsibility.

However, as educators, we would be foolish to ignore all of the positive possibilities involved with technology. We are lucky to have so much freedom, choice, and information at our fingertips. Students can grow into increasingly knowledgeable teenagers and adults, with a wide array of opportunities in advancement and achievement available to them. Alternately, they are faced with integral choices they must make, providing them with the chance to head down the wrong road. Our job has always been to give our students the best education and enhance qualities within them that allow them to make proper choices and journey along a road of admirable success. Technology provides us with many more avenues to accomplish this task, but just like with everything else, we have to use caution and foresight to predict areas where issues may arise, allowing us to head those things of at the pass, giving technological experiences the best chance to maintain usefulness and be seen as a positive tool, rather than becoming a disparaging pit of negative influence and experience simply because we let ourselves be negligent. If you are reading this blog, you obviously have the technology of cyberspace available to you; allow your children and/or students to have this opportunity as well, and always be sure to model appropriate behavior and strategies in decision making as you wander along this invisible world of information and endless possibility.

Response to "Ensuring Equality of Educational Opportunity in the Digital Age"

2008-05-06T15:26:00.000-07:00

The article talks about the "digital divide" exisiting in todays society between different ethnic groups and income levels. I had a strong urge to automatically dispute what was being said, but a lot of the comments and points made in the article made me stop and rethink my standpoint. I honestly believe that the availability of computers, as well as the technological education children have the opportunity to experience, are both directly related to their parents views on both subjects. However, the article said that if you didn't even focus on the issues of computer availability, you can still see a difference in computer use within the varying groups. For example, the author spoke of our disabled population, and discussed how they tend to use computers as a tool to practice a lot of "drill" type activities, with the intent of building their basic skills and knowledge. I can't deny that as truth because, in the special education room I observe in, this is something the children enjoy to do.

The article was enlightening because, while I believe that parents play a big role in a childs technological education, I also came to realize that the skills and abilities and individual drive of each child might carry more weight. If a child is not capable of using a mouse, they will face more difficulty using a computer. If a child thinks computers are stupid and serve no purpose, they probably won't try to learn how to operate them, nor will they care if they excel in their performance. Additionally, if a child has parents or teachers that do not view technological education as an essential component of the childs education - they will most likely be less proficient because of the influence as well as the lack of opportunity extended to them.

While I believe a lot of factors influence a child's technological education, I really don't think there is a digital divide that can't be overcome and, more importantly, I don't think the "divide" that exists now is prejudicial or unfair. Most parents will make sacrifices if they think it's important to get something for their child, especially if its an essential tool for their child's education like computers can be.

Obviously any teacher requiring computer (or peripheral) use should give children proper opportunity in class to complete the assignment/requirements, but, aside from that, I don't see any real issues that aren't mostly comprised of excuses to get out of having to 'get with the times and learn new stuff!" Children are capable of learning a lot and generally don't allow racial or economical difficulties to stand in their way - usually it's us adults that can't seem to look past those hurdles to figure out a solution.

Raylene's Blog

Response to "Cyberethics: What is Right and What is Wrong? Helping young people use information and communication technologies in an ethical manner."

Response to "Ensuring Equality of Educational Opportunity in the Digital Age"