Legal and ethical contexts in my digital practice

This post could not have come at a more relevant time as just before we went on holiday there was an ethical dilemma in a colleagues class that effected my digital practise as well.

It is a school rule that devices (iPads or Desktops) can only be used when a teacher is present. This not only protects the students but also the safety of the software. Devices are shared around different classes so students alway uses a different device. Each class has 6 desktops, this also means different desktops are used daily by any one student.  Duty teachers are present during break times to monitor the use (or not using) of computers. During class time, teachers rely on the maturity and respect from the students. Teaching younger students this can sometimes be hard. Often iPads are seen as a toy, a reward. At school we used them daily for recording success, scanning QR codes, collaborating and putting into practice new skills. Sometimes students are immature, or take using the iPads for granted. 

It was to our surprise when a year 2 student informed his parents that he was allowed to watched Deadpool, a R18movie, on one of our desktops during class time. Straight away alert bells went off. How could we prove this is made up? What safety do we have for the students? What safety do we have in place for the teachers. What changes need to be made so we are protected against such stories? As the story evolved, so did the possible implication for the ethics relating to using ICT in the classroom. Days later the story had changed to; he had used a scanning app (enigma) to scan a listening post story and then scrolled on the side bar on You Tube to watch said R18 movie. This highlighted the ethical dilemma we are faced with junior students when using digital technologies in our classrooms. 


Using the guiding questions from Ethical and Professional Dilemmas for Educator: Facilitator’s Guide (p.7) our Junior learning team worked through what we will do to support both our parents and learners in this situation and any similar ones in the future.

• What possible issues/concerns might this scenario raise?

Our concern is that students are often left unsupervised when using technology in the classroom. With the young age of the students in our team we have developed independence but have we developed trust and respect of the rules around using technology. This means sites or apps can be accessed that are not appropriate for them. 

• How could this situation become a violation of the law, the “Code” or other school /district policies?

As stated in school cybersaftey agreement signed at the start of each year, as well as our  Our Registered Teacher Standards, teachers need to build trust with families and whānau as they trust us to guide their children and keep them safe. Building strong relationships is key to not only have the support from parents but also student buy in.  As professionals it is our responsibility to be in regular contact with parents regarding any concerns we may have over students access to and use of the internet.  For us this means we need to teach students how to manage themselves when using the computer to make good choices. Working together with students and their families and whānau by having open conversations about how to  keep our students cyber safe at school and at home.

• In this situation, what are some potential negative consequences for the teacher, for the students and the school community?

It was made aware that teachers, while they are teaching and monitoring the rest of the class might not always be monitoring the technology in the class. Parents might see this as poor management and therefore putting students at risk. The apps that we use, for instance QR code scanner takes children away from the app into unmonitored sites. Clicking on adds also moves children away the safety of an app. This in partnership with younger students curiosity and innocence can be a potential consequence for students as it limit the apps they can use safely. 

• What responses/actions will result in a more positive outcome and/or what proactive measures might be considered?“ 

This term as part of our Te Wa Takaro health unit we will incorporate not only how we can keep our bodies safe but how we can keep our selves safe when using technology. Making children aware of what buttons or clicks can do and what to do if it happens to them. 

It has also been discussed that our Cybersafety from is often sign quickly during enrolment. By making a termly reconnection with these agreements children will be more aware of the choices they are making and possibly more respectful of the technology they are using during school time. 

REFERENCES: 

Education Council. (n.d). The Education Council Code of Ethics for Certificated Teachers. Retrieved from https://educationcouncil.org.nz/content/code-of-et...

Hall, A. (2001). What ought I to do, all things considered? An approach to the exploration of ethical problems by teachers. Paper presented at the IIPE Conference, Brisbane. Retrieved from http://www.educationalleaders.govt.nz/Culture/Developing-leaders/What-Ought-I-to-Do-All-Things-Considered-An-Approach-to-the-Exploration-of-Ethical-Problems-by-Teachers