Abstract:

The proliferation of short video, leveraging integrated media, has transformed it into a vital tool for information access, entertainment, self-expression, and social engagement globally. Educators are increasingly utilizing these videos to document their lives, share classroom moments, demonstrate teaching methods, narrate educational stories, and capture student interactions. Disseminating these videos via social media platforms enables reflective practice, pedagogical skill enhancement, and professional development. Furthermore, they serve as diverse educational resources, facilitating resource sharing and promoting equity. However, the inappropriate dissemination of content, violating student privacy and portrait rights, raises critical ethical and legal issues in educational information technology. This paper focuses on the ethical considerations of primary school educators' online short video postings regarding student rights and teacher training practices.

Considering the significant impact of short video platforms on students, especially elementary school students, and the authors' research background, this study selects three representative short video applications in China—"Bilibili," "Douyin," and "Kuaishou"—for sampling and analysis. Cases are categorized into "positive" and "negative" based on outcomes and impacts. Employing case study and literature analysis methods, this examination of Chinese educators' short video cases aims to provide insights and references for the global educational community. Findings emphasize the judicious use of short video platforms by educators, ensuring informed consent and control over video publication consequences. The authors advocate for educators to be fully aware of the potential impacts and cultivate a sense of rights protection.

The study underscores the importance of pre-service and in-service training for elementary school educators to understand the technical boundaries and ethical risks of information technology, maintain rational thinking and evaluation objectivity, and enhance ethical standards and literacy. The literature review reveals a relatively low level of concern for the ethical aspects of educators' information technology use in Chinese society. Schools often lack sufficient training in information technology ethics, and evaluations of ethical conduct are incomplete. In-service educators, burdened with heavy workloads, show low enthusiasm for related training. In contrast, countries like the United States and Japan have established specialized information ethics courses in primary, secondary, and tertiary education, emphasizing ethical components in teacher education. Their training methods include specialized courses, legal education, practical operations, online training, expert lectures, and real-case analyses.

By comparing domestic and international teacher training in information technology ethics, this paper proposes new perspectives for training Chinese primary school educators through relevant cases. The aim is to inspire educational staff and training personnel, enhance the sustainability of the teaching profession, and uphold teacher ethics and morality in the context of advancing information technology development.

Keywords:

Ethical Issues, Education, Elementary Education, Teacher Training.