Classroom technologies have the potential to engage students and enrich learning however there are significant ethical issues to consider. In previous posts matters regarding cyberbulling and access to inappropriate content were discussed. The focus will now shift to the ethics of equity and fair access to technology. To begin, an overview of technology concerns in education will be outlined to provide further background.
Technology use in the classroom; ethical concerns
The following list is adapted from Roblyer & Doering’s Educational Technology in Context: The Big Picture (2014, p. 24-25):
Social issues: privacy, secure networking, virus protection and technology overuse.
Educational issues: funding problems, accountability for progress, best practice approaches, distance education reliance.
Cultural/equity issues: digital divide, minority equity, special needs and technologies for disabled students.
Legal/ethical issues: hacking, safety concerns, copyright, plagiarism, and piracy.
The digital divide; an issue of equity
The rapid advancement of technology creates a gap between those that can afford to adopt new technologies, and those that can’t. Failing to move with advancements may directly effect educational achievement. As Gary Stager (2011) argues, students should have access to the same technologies in order for education to be fair and equitable. Lloyd Morrisett calls this the “digital divide”, meaning the “discrepancy in access to technology resources among socioeconomic groups” (Roblyer & Doering, 2014, p. 27-28). In Australia these concerns are often addressed through financial planning for low-income families, government assistance, and strict specifications for what devices can be used in schools. However, this is a much greater issue for developing nations that have no means to access modern technology in school (Voogt, Knezek, Cox, Knezek, & Brummelhuis, 2011, p. 6).
The informal learning context should also be considered. Does an absence of technology in students’ homes result in poor academic performance? Despite early studies suggesting that home computers increase school results, Vigdor & Ladd have found this to be inconclusive (2010). Students with access to home computers displayed mixed results; researchers found effective use of technology is more influential than access (Vigdor & Ladd, 2010, p. 34-35). Current research into the digital divide suggests that concerns should also center on whether students are capable users of technology (Horrigan, 2016, p. 2). Despite the ubiquitous presence of technology in first world schools, there are questions about whether students can use these affordances to “navigate their environments, solve problems, and make decisions” (Horrigan, 2016, p. 2). The International EDUsummIT recently acknowledged the digital divide, which resulted in a call for action. The “sponsoring organisations committed themselves” to develop opportunities so that students worldwide have fair access “to technology to enhance their opportunities for learning” (Voogt et al., 2011, p. 6).
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Hi James,
Your investigation on equity discusses some keys issues associated with the integration of technology presents and the impact it can have on the ability to provide equitable learning, as well as highlighting the question of technology’s value in the classroom.
Another point to consider is the connection between the equity issues associated with technology and the equitable opportunities available to students beyond their schooling years. Living in a ‘digital age’, it could be argued that students who possess certain technological skills, due to their access to technology during their education, may be presented with greater opportunities later in life. So even if the presence of technology does not have an immediate positive impact on the learning opportunities, it may have a significant impact for students in their future endeavours.
Just another way to consider the issue 🙂
Thanks for sharing, it was a good read!
Estelle
Great post James and good point Estelle! I blogged a bit about it here – http://benitarowe.net/2016/11/27/on-technology-and-teaching-standards/ There are some links to other blog articles on the issue that might come in handy. Cheers! Benita
Thanks Estelle, great point! Technological skills in students’ post-schooling lives is an important factor to consider. It is another reason that the ‘digital divide’ should be narrowed to allow for equitable education.
Hi James,
Your discussion about equity I found really interesting. I would argue that the gap that technology is creating within education could be stopped if all students within schools across Australia were given Laptops for their use at school and at home. This would eliminate a lot of the disadvantage that comes with such policies as the BYOD program.
BYOD programs should only be implemented if schools can grantee that every students has access to the same level of technology, otherwise it is a waste of time. As teachers need to adapt to all the different devices students are bringing in, and make separate lessons and tasks for students that don’t have access to technology.
School need for money to keep up with technological advancement.
I found your insight very helpful, and interesting, as students having equal opportunity at education is one of my passions.