A Digital Revolution in Education

We are in the midst of a digital revolution, an "information gold rush". A wholehearted adoption of computers and of the Internet as a routine of daily life has been fueled by a general trend toward cheaper, more readily available technology. Four years ago, just over half of all U.S. households with computers had Internet access, compared to 80% last year. According to a 2000 U.S Commerce Department report, a total of 43.6 million households or 41.5% of all households had computer and Internet access. Why all the fuss and activity around information technology? As in the gold rush days of the 1850's, information has become the new gold. In our new "e-conomy", information and technological literacy are the most precious of commodities.

The arrival and adoption of computer and Internet technology, like the arrival of other information technologies (the printing press, radio, telephone and television, to name a few) has been accompanied by enormous benefits and incredible costs. Like the gold miner who strikes it rich and finds relatives at his doorstep he never knew he had, the fascination with information technology has arrived at the doorstep with a myriad of opportunity costs and unintended consequences. The computer programmers of the 1970's and 1980's marveled at the capabilities of new mainframe computers, and businesses saved on paperwork and personnel by automating many processes. Few of these visionaries dreamed what a little bug called "Millenium" would cost. Those who thought the Internet could bridge color, gender, race, income and ethnicity gaps now believe that many of the same problems were not suddenly solved by technology-they were just made more complex. Information technologies are no magic cure-all, no panacea.

For those mining the new gold of information technology there are more options for learning and education than ever before. Online certification programs for professionals who want to transition into a new profession or hone existing skills, virtual "E-universities" for college youth, and initiatives like the Illinois Virtual High School are just of the few of the new choices that hold out a glittering promise of delivering quality education. With this promise comes a need for educational change and reform.

The authors intend to address the ethical issues that come with integrating technology into education through the development of a Computer Code of Ethics for Educators. To provide context for the Code, the authors will first discuss the uses of technology in education, both the benefits and the costs to students and educators. Then the need and rationale for both a code and the foundational ethical principles will be developed. The Computer Code of Ethics for Educators will be organized into sections on Professional Responsibility, Appropriate Use, Social Justice (including Equity and Access) and Privacy/Confidentiality.