Ethical Use of Information Technologies In Education.
ETHICAL USE OF INFORMATION TECHNOLOGIES IN EDUCATION
Today humankind is at a crossroad - as individuals, schools, organisations, and governments increasingly rely upon computerised information and digital communications. In many cases a fax machine will soon be as useful as a mail carrier on horseback, and paper files will be as practical as clay tablets. Consider only the last decade's changes in personal communications with phone machines and voice mail, personal banking with automated teller machines, writing with word processors, community newsletters with desktop publishing and mailed correspondence with fax machines. But the question is how do people protect personal privacy against degradation in that small town named Earth - when the neighbourhood gossip uses a computer and the backyard fence is the global net?
Security is becoming a fundamental requirement of information networks. Strong security technology is required to protect users' sensitive or valuable information, both within the communication network and within information processors connected to the network (Ford 1994, p.1). Operators of computer networks are largely unaware of the potential threats to their information, or they choose to ignore such threats. The number of occurrences of disruption or loss, on a per-user basis, is still very low. Residents in most of the free world are not commonly overwhelmed about information loss or destruction, however, both could easily happen. The primary cause for concern is the steady rise in the number of security incidents and the costs of these incidents throughout the world (Ford 1994, p.2).
Prevention through education in the responsible use of computers is an important part of the effort to reduce computer crime. Throughout the world, educators are finding ways to use computers and related technologies to enhance student learning. Nonetheless, there is evidence that students and in some cases educators both need information and guidance concerning the legal and ethical implications of technology use. Unfortunately, few school systems have the policies and educational programs in place to address ethical issues as they relate to technology issues such as: physical and intellectual property rights; the right to privacy; and limitations on ...
This is a preview of the whole essay
Prevention through education in the responsible use of computers is an important part of the effort to reduce computer crime. Throughout the world, educators are finding ways to use computers and related technologies to enhance student learning. Nonetheless, there is evidence that students and in some cases educators both need information and guidance concerning the legal and ethical implications of technology use. Unfortunately, few school systems have the policies and educational programs in place to address ethical issues as they relate to technology issues such as: physical and intellectual property rights; the right to privacy; and limitations on the right to free expression (Sivin and Bialo, 1992: 3). This time lag between the introduction of new technology and efforts to address its ethical implications in nothing new. Other technological advances, such as nuclear energy and the automobile, were implemented in our society long before their responsible use was fully considered. Just as schools now offer driver education to encourage the responsible use of automobiles, our schools need to address responsible use of computers and related technologies as well.
Johnson (in Becher, 1991: 5) believes that while people's traditional values can be extended to fit the new environment of information technology, some aspects of this new environment can make the fit complex for people to see. A child, who would never think of searching through a classmate's desk to read her personal diary, might feel free to access and read the same classmate's diary stored in a word processing file on a network. A teenager, who would never dream of robing a bank, might experience fewer qualms about attempting to steal funds from the bank electronically. One explanation is that technology removes people from the concrete object. Information technology also introduces psychological distance to the scenario (Friedman 1990, p.30). When people interact with others face to face and behave unethically, they experience first hand the harm they have caused. But when people use information technology in a way that does harm to others, the act feels less personal because they can't see or hear the other person in exchange. For example, if a group of students gains unauthorised access to a corporate computer network, they might feel pleased that they have succeeded in "beating the system" but might never realise the disruption they have caused to the employees who run and use the network. The fact that information technology makes it easier to target victims that people don't know, adds to the feeling of anonymity and distance (Sivin and Bialo, 1992: 6).
In the area of education, and in the case of computer ethics it is evident that a lot is missing at home. Denning (in Warren, Thorwaldson & Koball 1991, p.192) understands that many households don't even have computers and even in those that do parents may not teach anything about ethical or responsible use of computers. One reason for this is that parents are very busy, and it is not always possible for them to be continuously monitoring their child's computer activity (Ford 1994, p.56). Some parents even approve that their child is a 'hacker' because they think it is a way of learning and they permit using a computer for learning purposes (Denning 1991). Furthermore, Denning continues to assert that in many respects some hackers believe that the level or quality of learning that takes place in communities is more challenging, interesting, exciting and engaging than the kind of learning that takes place in the classroom.
Schools can take action on technology ethics in two ways: setting school policy that provides a model for students to follow, and incorporating technology ethics issues into the curriculum. Ideally, the teachers most immersed in technology use should, from the start, play an active role in formulating policy - helping to define the problem areas and arrive at realistic solutions (Sivin and Bialo, 1992: 10). One effective way of communicating to all faculty and staff members is to give the discussion of district polices on ethics and the law a high priority when planning technology-related staff development activities. In order to avoid copyright infringement, schools should provide a secure storage for software, keeping up-to date, centralised records of all software that has been justifiably purchased, and conduct periodic "audits" to make sure that the school is using only software that appears on those records (Gambler and Anderson, September 1989). For technology issues to have an impact on students, they need to be addressed in the classrooms and computer labs as part of the instructional process. Many experts in the field also recommend beginning technology ethics instruction when students are first introduced to technology.
Schools have a vital role to play in helping today's children understand how existing values, policies, and laws apply to a rapidly changing, information technology dependent world. To be effective in this role, educational policy makers must understand the ethical dilemmas and legal issues raised by each of the information technologies in schools. They must set realistic policies that comply with the law and policies that model ethical behaviour for all involved. They must also educate teachers about important technology ethics issues and must clearly communicate related school policies to both faculty and students. Equally important, by incorporating the study of technology ethics into the standard curriculum, schools can ensure that the leaders and decision makers of tomorrow will be equipped to make the difficult ethical decisions they will undoubtedly face.
