Digital Ethics Now

Abstract

relationships and reshape the arts and sciences notwithstanding, digital media are amplifiers of the best and the worst, the sublime and the mundane, the significant and the most trivial elements of human behaviour, knowledge, and interaction. How could it be any other way? It is all here online-statements, images, sounds; acts of hatred and love, war and peace, bullying and courtship, truth and lies, violence and care, and oppression and liberation-and in every possible third or fourth space, in ever proliferating redundancy, cut through with noise and clutter.How we can enlist and harness these media to learn to live together in diversity, mutual respect, and difference-addressing complex social, economic, and environmental problems while building convivial and welcoming, just and life-sustaining communities and societies-is the key educational problem facing this generation of young people and their teachers. This is an ethical vision and an ethical challenge.Many school systems are in shock and denial over this turn of events, especially given the historic use of print textbooks as a practical and effective means for defining and controlling what might count as official knowledge for children and youth. Schools have responded with a patchwork of rules governing what kids can and cannot do in their online exchanges and communications. These emerge in a reactionary and agglomerative way, often in response to incidents of abusive, illegal, or symbolically violent online acts, or to events whose origins are attributed to online actions-from suicides to gun violence to pedophilia. Schools work from a mix of regional and district-level policies that include constraints on hardware access, proprietary lockout and surveillance systems, privacy and intellectual property regulations, and school-level codes and class rules on everything from texting and screen time to plagiarism and copying from internet sources. These sit alongside home-based restrictions (or freedoms) on time, access, and use in those families that can afford mobile and online devices. This is complicated by increasing law enforcement efforts to prevent the online recruitment, exploitation, and indoctrination of youth by terrorist groups, financial scammers, and criminal organisations. In this thicket of overlapping systems of surveillance, unmediated exchange by youth and children would appear to be the exception rather than the rule (Boyd, 2015). Taken together, the digital strategies of large public education systems in North America, the Asia Pacific, and Europe appear to be at best post hoc and piecemeal-motivated by genuine concern and real problems, but typically lacking stated ethical foundations and working within prevailing neoliberal policy frameworks (the latter of which have eschewed engagement with educational philosophy and ethics more generally). This underlines what has become a significant (meta) ethical dilemma in itself-that the policy push for teaching through and about educational technology presents itself as ethically and poli...

Incidence of Gender in the Digital Competence of Higher Education Teachers in Research Work: Analysis with Descriptive and Comparative Methods

“…Regarding (D1-digital skills), it is noteworthy that ICT management skills can influence their integration [39], even generating negative sensations [17], so the anxiety dimension towards technology (D4-anxiety) also has repercussions directly. Every researcher who integrates ICT in their tasks must know digital ethics [43], hence the influence of the second dimension (D2-digital ethics). On the other hand, the quality of the ICT resources that researchers have can condition their integration [62], as can be seen in the influence exerted by the fifth dimension (D5-quality).…”

“…The digital culture of the 21st century entails a great ethical challenge regarding research in the scientific community [43]. It is considered that a good researcher should have adequate knowledge about the basic principles of research ethics [44], which includes good ICT practices [45].…”

Öğretmen Adaylarının Dijital Etik Düzeylerinin Bazı Değişkenler Açısından İncelenmesi

“…Dijital ortamlarda bireylerin karşılaştığı sorunların başında etik dışı davranışlar gelmektedir. Bireylerin birçoğu bilişim teknolojilerini kullanırken bilerek ya da bilmeyerek dijital ortamlarda etik dışı davranışlar sergilemektedirler (Luke, 2018). Bu nedenle bilişim teknolojilerinin etik kullanımı gün geçtikçe önem kazanmaktadır (Wang, Wang ve Wang, 2020).…”

“…Toplumun şekillenmesinde önemli bir yere sahip olan öğretmenlerin bilişim teknolojilerini kullanırken güvenilir bilgi ve kaynaklara ulaşabilen, doğru biçimde alıntı yapabilen, fikri mülkiyetleri koruyabilen, kendi dijital kaynaklarını üretebilen, başkalarının kültürel farklılıkları ve haklarına saygı gösterebilen dijital etik ilkelerini benimsemiş iyi birer eğitimci olmaları beklenmektedir (Instefjord ve Munthe, 2017;Kelentrić, Helland ve Arstorp, 2017;Lund, Furberg, Bakken ve Engelien, 2014). Alanyazında yapılan çalışmalar, öğretmen adaylarının dijital etiğe ilişkin yeterlilikle-Öğretmen Adaylarının Dijital Etik Düzeylerinin Bazı Değişkenler Açısından İncelenmesi rinin geliştirilmesi gerektiğini, dijital etiğin öğretmen eğitiminde dijital yeterlilikler kapsamında geliştirilebilecek bir alan olduğunu ve dijital etik eğitiminin sadece öğretmen eğitiminde değil genel olarak eğitimin her kademesinde bir eksiklik olduğunu belirtmektedir (Kuzu, 2009;Luke, 2018;Pérez Garcias ve Marín, 2016).…”

Toward a Model of Global Meaning Making

“…remixing” (p. 102) as forms of counternarratives and to speak for themselves. Notwithstanding the need for ongoing ethical examinations of the role of the digital in society (Deuze, Blank, & Speers, 2012; Hepp & Krotz, 2014; Luke, 2018), the power and the significance of digital affordances should not be underestimated. These literacies “serve as vehicles to name our worlds, interact with others, imagine, test ideas and change our world.…”