Abstract:

Advancements in technology have a significant societal impact. Using technology as an instructional tool and assistive device for the individual needs of each learner has become a global trend in education. The rapid development and innovation of technology will significantly influence the design and delivery of instruction in schools. The goal of such innovation is to provide students and educational leaders (school principals, teachers, and others) with the opportunity to take advantage of the use of technology both (a) to improve and develop themselves and consequently (b) to better equip them with skills in service and in support of those with whom they interact. The implementation and evaluation of technology in education, however, raises some ethical questions. While there is a consensus that technology will transform and shape education, less attention is devoted to ethical decision-making, which is necessary to address complex issues surrounding and inter-playing with implementing technology in real educational settings. One concern relates to the fact that innovative technologies are becoming available to educational staff before establishing any research evidence and research-validated practice regarding their educational effectiveness. There are also issues related to the accessibility and equality gaps, as well as the adaptation of diverse learning experiences to meet the needs of all learners regardless of their socioeconomic status and abilities. Advances in learning technology may further the digital divide, rather than reduce it. Integrating technology-based programs into education and its utilization to collect, create, store, and analyze information related to the provision of education to students is not without complications because of the confidentiality of students’ data and privacy protection. Misuse or abuse of technology and misinformation are serious violations manifesting neither awareness nor genuine consideration of human dignity and vulnerability. Thus, training is required to ensure that staff adhere to policy and regulations alongside technical and operational upskilling about the use of technology. Based on these presumptions, this study aimed to determine (1) whether students who had access to computers for mathematics learning in school exhibit higher achievement compared to their peers who did not have access to computers, and (2) to what extent inappropriate conduct from their schoolmates via the Internet (such as sending and sharing nasty or hurtful messages, things, and photos about them online) has an impact on students’ mathematics performance. The Trends in International Mathematics and Science Study (TIMSS) 2019 dataset for the Kosovo national sample of 1871 teachers, and 4496 fourth-grade students from 145 schools was used to conduct a secondary data analysis. Univariate analysis of variance (ANOVA) showed that there is a difference in math achievement based on the availability of computers to students, favoring those who have access to computers in school (only 6%). The mathematics performance of approximately 6% of fourth-grade students who were subjected to online abuse by their classmates was significantly lower compared to their peers who did not experience such abuse. Results suggest that while issues of equality and inclusion remain still unsolved, protecting human well-being and development of the most vulnerable fourth-grade students who face barriers to learning remains under question. Therefore, it is of critical importance to have a proactive approach toward the ethical ramifications of the use of technology to educate the next generation of responsible citizens in the digital age.

Keywords:

Education equality, barriers to learning, ethical decision-making, technology, elementary mathematics.