Ethics in Digital Education PDF

ETHICS IN DIGITAL EDUCATION  TECHNOETHICS Rhodes (1986, p.21) defined ethics as “the systematic exploration of questions about how we should act in relation to others.” It deals with the issue of what is right, just and fair. Technology, on the other hand, is the branch of knowledge that deals wit...

ETHICS IN DIGITAL EDUCATION  TECHNOETHICS Rhodes (1986, p.21) defined ethics as “the systematic exploration of questions about how we should act in relation to others.” It deals with the issue of what is right, just and fair. Technology, on the other hand, is the branch of knowledge that deals with the creation and use of technical means. Technology itself is often viewed as incapable of having ethical values. But another perspective contends that a piece of technology still has ethical responsibilities, granted to it by those who have created it and those who have determined whether it will be produced and utilized. This subfield of ethics is called the ethics of technology, or as the philosopher Mario Bunge calls it, technoethics. 2  TECHNOETHICS Technoethics is an interdisciplinary research discipline that provides insights into the ethical implications of technical processes and activities for the progress of modern society (Luppicini, 2010). It draws on ideas and approaches from a broad variety of knowledge areas, such as communications, social sciences, computer science, development studies, applied ethics, and philosophy. Technoethics considers technology and ethics as socially intertwined and focuses on exploring the ethical use of technology, defending against abuse of technology, and establishing shared standards to direct future developments in technological growth and deployment for the good of society. Usually, technoethics academics prefer to conceptualize technology and ethics as rooted in life and culture. Technoethics encompasses a large variety of technology-based ethical concerns-from 3 fields of concern for technology-based practitioners to wider problems relating to the role of technology in culture and daily  TECHNOETHICS Technoethical viewpoints are continually in flux as technology progresses in fields previously used by the developers when consumers adjust the expected applications of emerging innovations. Humans cannot be isolated from such inventions since they are also an integral part of life’s awareness and purpose, needing an ethical model. Short-term and long-term ethical concerns for technology not only confront the developer and manufacturer, but also threaten the user’s interest in interaction with this technology, and whether policymakers will require, adapt to, alter, and/or reject technology. As technologies continue to evolve over time, modern tehcnoethics problems are already occurring. For example, debates about modern birth control methods have given rise to significant scientific, ethical, and health issues. Artificial Intelligence and robotics also challenge our4 views about human interaction (Al-Rjodan, 2019). The invention and usage of military weapons affect policies of safety and warfare EDUCATIONAL TECHNOETHICS In recent years, we have undergone a transition in information and communication technology (ICT) that has changed any area of expertise. Education did not separate from this revolution. Education is a central factor in the development of a democratic community. Every great political theorist has supported the necessity for and value of a decent public education program, as this kind of program means that society’s people are trained sufficiently to make choices in a representative political system that serves society as a whole rather than themselves. A strong public education program will ensure that children and adults acquire core competencies, such as logical thought, reasoning, and citizenship, during their schooling, which would enable them to thrive in a democratic community. 5 EDUCATIONAL TECHNOETHICS Educational technoethics is an area of technoethical inquiry that is concerned with the effects of technology on education and the ethical connection between them in society. This field discusses shifts in student beliefs and actions due to technology, including exposure to outdated materials in classrooms, cyber plagiarism utilizing materials downloaded straight from the internet, or buying articles from websites and moving them on the student’s own research. It is also concerned with subjects such as anonymity, equality, the digital divide, cybercrime, and privacy among others. 6 SOCIAL AND ETHICAL ISSUES IN THE DIGITAL AGE The implementation and usage of ICTs around the world are now widespread. Rapid changes in technology generate new obstacles and new incentives for educators. Below are some of the social and ethical issues that confront educators and students of the digital age: a. Globalization can be characterized as the global influx of people, technologies, economies, ideas, information, and culture. Internationalization, owing to its emphasis on ties between countries, societies, and cultures (Knight, 2005), can be seen as part of globalization. Globalization obliges institutional authorities to redefine the regional aspects of their organizations. This further builds on concerns relating to the ethical meaning spectrum and introduces fresh problems and circumstances to educators. 7 SOCIAL AND ETHICAL ISSUES IN THE DIGITAL AGE b. Digitization is the exponential development in digital technology which enables a quick effective sharing of ideas and information that can take place wherever and whenever. This expansion entails a greater degree of sophistication across institutional structures including educational spheres. Specific approaches to industry, schooling, trade, and policy affairs call for different facets in both realistic and ethical respects. c. Digital Divide is the disparity among people, groups, and countries determined by their access to modern ICT. Students from low-income families and school districts have inadequate access to technology. Stable internet connection, availability of computers, and digital literacy are the defining features of this digital gap. d. Cyberbullying is an unwanted aggressive behavior done to somebody using a computer device. The Internet has provided us a way to 8 interact with other people, even with a concealed or fake identity. The anonymity on the internet and rapid distribution of cyberbullying SOCIAL AND ETHICAL ISSUES IN THE DIGITAL AGE Opportunities and challenges to our education system are affected by these factors. Our conventional ideals, expectations, and ethical assumptions are increasingly being questioned and we are forced to consider our common principles and convictions on schooling. Indeed, modern ICT entails the understanding, of not just the technology itself but the ethical and social dimensions of this as well. It is through the establishment of the link of education, technology, and ethical issues that can better appreciate these forces that define our lives in the digital age. 9 DATA SECURITY AND DATA ISSUES DATA PRIVACY AND DATA SECURITY IN EDUCATION While data privacy and security are often used interchangeably, there is a substantial difference between them. The technological and physical specifications that guard against unwanted access in the computer network and help preserve data integrity constitute security. Data privacy, on the other hand, deals with the confidentiality and individual rights regarding ownership, usage and legal sharing of data. 11 DATA PRIVACY AND DATA SECURITY IN EDUCATION In the Philippines, we have a law protecting people’s personal information. This is through the Republic Act (R.A.) 10173 or the Data Privacy Act of 2012 (National Privacy Commission [NPC],n.d.). Generally, this law: 1. Protects the privacy of individuals while ensuring the free flow of information to promote innovation and growth 2. Regulates the collection, recording, organization, storage, updating or modification, retrieval, consultation, use, consolidation, blocking, erasure, or destruction of personal data 3. Ensures that the Philippines complies with international standards set for data protection through the National Privacy Commission (NPC, n.d.) 12  DATA PRIVACY AND DATA SECURITY IN EDUCATION The Act also specifies what personal information is. It is “any information whether recorded or in a material form or not, from which the identity of an individual is apparent or can be reasonably and directly ascertained by the entity holding the information, or when put together with other information would directly and certainly identify an individual” (R.A. 10173). An individual whose information is processed is referred to as a data subject. Personal information is critically important in many organizations including educational institutions. They process large amounts of data, especially about students. As such, they become data subjects. Student data are any information about the student’s personal identity, academic records, 13medical records, and disciplinary records.  DATA PRIVACY AND DATA SECURITY IN EDUCATION For a long time, educators relied on study and evidence to determine successful teaching and research methods, too. As creative teaching methods have arisen, tailored teaching develops and empowers student training, as well as concentrating on their needs and abilities. This customized approach to learning is possible due to technological advancements that require data to be collected and processed from different systems. These data can warn students at risk of falling behind, recognize a more successful learning route, check student performance and special needs, and notify educators of the resources required. 14  DATA PRIVACY AND DATA SECURITY IN EDUCATION Policymakers and administrators relied on access to reliable data to define important education problems, gauge success, and determine their policies. In today’s environment, online media provides a stronger assurance of policy formulation and implementation. Through the introduction of technology in classrooms, student data also exchanged by organizations offering student information system (SIS), learning management systems (LMS), and many other applications. 15  DATA AND TECHNOLOGY AS MEANS TO IMPROVE LEARNING Digital technologies- like personal computers, handheld devices, applications, blogs, systems, and educational services- are utilized in classrooms in ways that result in the production of new data on particular students that never existed before, like revisions and edits as documented, and the speed and record of their success in a math or reading program. Digital education provides innovative resources to help teachers 16 tailor and enhance learning for students.  DATA AND TECHNOLOGY AS MEANS TO IMPROVE LEARNING Teachers are working hard to help each student learn at his or her own speed-inspiring students who have mastered the topic to progress forward, offering additional guidance as appropriate, and having all students involved. Comprehensive demographic details let instructors recognize the strengths and weaknesses of each student and introduce them to daunting yet workable learning opportunities that draw on his or her specific interests. Education does not operate in a one-size-fits-all strategy, so technology offers us further flexibility to address the expectations and desires of students. Personal knowledge and user input are often critical for assessing emerging educational technologies and ensuring that they continue to positively empower and serve students. 17  DATA AND TECHNOLOGY AS MEANS TO IMPROVE LEARNING Student data also offer useful insight about how innovative instructional methods and strategies perform, particularly for different classes of students. Reliable evidence allows us to identify and exchange best practices with a good instructor or educator. The internet and technologies allow educators to build innovative strategies in classrooms and communities and benefit from advances in other schools. Smart technology usage lets you analyze strategies and select methods that help your students grow and help the schools handle capital more efficiently. We need to make sure that students and educators- are trained to make the best of the Web and of technologies. This involves identifying the right resources to promote learning and ensuring that students’ sensitive information is secured. 18  SAFEGUARDING STUDENT DATA For decades, educators have been securing students’ knowledge to ensure that it is utilized for instructional purposes. Today, technology creates more knowledge and offers more ways to exchange it. Therefore, as sensitive student information is digitized, further security is required. As an essential voice in introducing innovations to classrooms, you need to consider how innovative technologies and resources function. You ought to recognize where the data goes to make sure that the stakeholders have the correct processes for security in effect. In other words, teachers should guide students to be responsible data users. You should learn the technologies that will help students excel. As the learning figures in school, you ought to foster and model smart technologies and privacy. 19  SAFEGUARDING STUDENT DATA Developing the correct strategies, practices, and instruction can dramatically minimize the likelihood or privacy errors that can affect your students, your classrooms, and your community relationships. A robust protection system lets you recognize and reduce threats and allows you to adapt to accidents. The following ideas can be considered indeveloping a student privacy protection program. They are summarized through the acronym PRIVAtE: People’s engagement-think of all the professionals in your school or board that will be aware of the privacy policies and work squad. Engaging stakeholders early creates momentum and performance for the process. Responsible privacy lead-the team is important, so you need a central point individual in your school or community who is ready to address queries from friends, parents, or students. 20  SAFEGUARDING STUDENT DATA Inclusive program –Educate parents regarding your robust protection policy and the measures they should take to secure their children’s details. Educators and families both continue to improve learning and safety, and when we extend the way we utilize technology-at a school, at home, and in between-we both play a position in balancing creativity and security. Volitional practices –Best practices for managing vendors, applications, and devices allow your school to set quality standards for your program. Attentive roadmap- Go back to what is already done by your school in taking care of students’ data. Review the gaps, problems, and previous incidents to create a roadmap. This will help your institution in creating a more coordinated mechanism. Empowering digital education- Good policies and procedures are 21 important, but awareness is the perfect approach to improve any  SAFEGUARDING STUDENT DATA It is important to strike the best balance between data protection and security issues and to safety individual students’ educational needs, but we keep in mind that students learn at different paces. There is no perfect classroom to meet all their needs. Nonetheless, for education technology programs to operate equally and ethically, schools must have the required tools to shield them against unwanted entry, usage, exposure interruption, alteration, and degradation while maintaining full accessibility to learning. Transparent policies on data processing, usage, compliance control, and recording of infringements are important to preserving public interest. Balancing protection with efficient usage and safety of data is worth trying to enhance student performance and satisfy the public’s commitment to preserve their information. 22 THANK YOU!!!