Abstract:

This session reports on the results of a survey about effective strategies for fulfilling the moral obligations associated with teaching with technology. The significance of this study resides in sharing practical, yet ethical, methods that can be adopted by those who teach with technology.

Problem:
While many educators express a passion for learning with technology, the zeal for introducing ICT often obscures the unintentional consequences that lead to unethical and immoral teaching practices. The problem is that teachers often neglect fulfilling their moral obligations while teaching with technology. Thus, such consequences tend to lead to the misuse, overuse and abuse of technology. Therefore, there is a dire need for assuring that ethical considerations for teaching with technology are introduced to students along with innovative information and communication technology (ICT).

Context:
The premise of the study is consistent with the tenets of the scholarship of teaching and learning (SoTL) and compatible with notions of good teaching and learning practices in the professoriate (Boyer, 1990 [1]; Felton, 2013 [2]; Hutchings & Shulman, 1999 [3]). Specifically, the contention is that just because we can, doesn't mean we should.
This study adopts the conceptual framework of intentional learning space (Branch & Chae, 2016 [4]). Miles, Hubert and Saldana (2014) [5] point out the role of a conceptual framework as depicting the visual explanation of the main variables and presumed relationships in a study. The leading strategies that have a proven record of success at incorporating ethical standards while teaching with technology will be illustrated visually.

Research Methodology:
The research question for this study is: “What are effective strategies for fulfilling the moral obligations associated with teaching with technology?” The participants are tertiary education instructors within the fields of learning, design, and technology. A questionnaire is the primary data collection tool, administered asynchronously online. A summary of the results is first expressed as a rank ordered list and, then, as a diagram of effective strategies for incorporating ethical standards while teaching with technology. The study’s delimitations, [or self-imposed limits for keeping the study manageable] are presented, and likewise, the limitations, such as uncontrolled variables and inherent weaknesses discovered during the study, are presented as part of the session’s conclusions.

References:
[1] E.L. Boyer, “Scholarship reconsidered: Priorities of the professoriate,” San Francisco, CA: Jossey-Bass, 1990.
[2] P. Felton, “Principles of good practice in SoTL’” Teaching and Learning Inquiry: The ISSOTL Journal, 1(1), 121-125, 2013.
[3] P. Hutchings, & L.S. Shulman, “The scholarship of teaching: New elaborations, new developments,” Change, 31(5), 10-15, 1999, September/October.
[4] R. Branch, & B. Chae’ “Genuine student-centered learning,” Open Education Research, Special Issue: Innovative applications of educational technology: Reflections and prospects, 22(1), 15-17, 2016.
[5] M.B. Miles, A.M. Huberman, & J. Saldana’ “Qualitative data analysis: A method sourcebook’” CA, US: Sage Publications, 2014.

Keywords:

Ethics, Morals, Technology, Education, Learning, Design.