Principles
The following principles have been distilled from our discussion of computer
ethics in education. Because technology is ever changing and mutating, these
principles cannot be written in stone. Rather, they can serve as guidelines
or jumping of points for educators own lively debates on the nature of computer
ethics in schools.
PROFESSIONAL
RESPONSIBILITY
Professional Responsibility
| A high level of educator technology expertise leads
to benefits for the community, district, colleagues and students. |
| Educators should honestly evaluate their own skill level
and accept responsibility for integrating technology. |
| · Educators need to acknowledge other colleague's
work in the realm of technology, cite sources appropriately, and honor intellectual
property and copyright laws. |
| Educators should acquire legal software for all computers/users
and comply with software licensing/purchase terms. |
| Educators using technology should aim to integrate and
use technology in the most efficient, cost effective ways. |
| Educators should communicate effectively about technology
to all affected parties, considering the impact of change. |
| Educators who implement new technology should work
to integrate that technology into existing systems. |
ACCEPTABLE
USE
Acceptable Use
| All educators should develop a working technology background
so that may be aware of dangers to students. |
| Educators should use existing
school policies and existing laws to defend against inappropriate uses and
abuses of technology. |
| Educators have a responsibility to positively shape
and mold students' attitudes towards technology. |
| Educators must work cooperatively with one another to
address appropriate use issues. |
| Educators should examine appropriate uses of technology
and develop policies specific to their own particular contexts and educational
settings. |
EQUITY,
ACCESS, AND SOCIAL JUSTICE
Equity,
Access, and Social Justice
| Educators need to realize that technological skills
will be needed by all of their students, regardless of achievement and/or
future goals. |
| Educators should learn the technological skills, tools
and abilities of their students to help drive their curriculum and shape
students' expectations. |
| Educators should make reasonable demands on students
to use technology outside of class, and should recognize complications this
may cause for some students. |
| Educators should avoid widening the digital divide and
make arrangements or provide alternatives for students without technology
access at home. |
| Educators should use technology to build on a particular
student's skills. |
| Educators should make all reasonable accommodations
for those students who cannot access the technology through regular channels
due to a disability, and should educate themselves on the availability and
use of assistive technologies. |
| Educators have a collective obligation to infuse technology
into all areas of the curriculum to decrease technology-related gender inequities
and reach all students, male and female. |
| Educators have an obligation to infuse technology that
it is culturally relevant to the students. |
| Educators have a responsibility to teach students to
be technologically literate, in addition to other kinds of literacy. |
| Educators must teach with an awareness that
they are educating tomorrow's workers. |
PRIVACY AND
CONFIDENTIALITY
Privacy and Confidentiality
| Educators should use technology in a way that promotes
the safety and privacy of their colleagues and students. |
| Educators should be aware of how their individual use
of computers may compromise student privacy. |
| Educators who are responsible for and who use information
systems must take appropriate measures to maintain the integrity and security
of confidential and private data. |
| Educators should work in collaboration with one another
to compose guidelines on privacy and confidentiality. |
| Educators have the ability to communicate freely with
students and colleagues via technology; their use of this technology should
set an example for others and further educational goals. |
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