Option One: Reflect On The Required Resources For Week Three

Option Onereflect On The Required Resources For Week Three And Your P

Reflect on the required resources for Week Three and your personal and professional experiences in relation to the points conveyed in the resources. Review the hypothetical below and discuss the issues involved using the example questions as a guide.

Hypothetical: Some of your learners are struggling with a concept in your class. You decide to use a “Google Hangout” study session and invite students who are struggling to attend for additional synchronous help. During the Hangout some of your students convey personal information about how and why they are struggling in class. Consider the ethical issues that might arise from the design of this synchronous study session.

For example, could you record and reuse the Hangout for another class? Could you prevent students from recording and distributing the Hangout? How would you design the synchronous study session to exemplify and ensure ethical usage of the technology?

Paper For Above instruction

The rapid integration of instructional technology into higher education has prompted critical discussions concerning the ethical considerations that underpin its use. As educators increasingly depend on digital tools such as live video conferencing platforms, understanding the ethical frameworks that govern these technologies is essential. This essay examines the ethical issues associated with the use of synchronous online study sessions, such as Google Hangouts, and reflects on the resources and personal experiences relevant to these concerns, particularly in relation to Week Three's learning materials.

The resource by Lin (2007) offers a comprehensive exploration of ethical dilemmas faced by instructional technologists, emphasizing issues related to privacy, consent, and professional responsibility. Lin’s empirical research emphasizes that professionals involved in instructional technology must be vigilant regarding confidentiality and the potential misuse of digital recordings or shared personal information. In the context of synchronous sessions like Google Hangouts, these concerns become magnified, especially when students voluntarily share personal struggles or sensitive information. Ensuring ethical practice involves establishing clear boundaries and protocols that protect student privacy and foster a safe learning environment.

From a personal perspective, my experiences with online teaching reinforce the importance of proactive measures to safeguard ethical standards. I have seen firsthand how unregulated recording or sharing of session content can breach privacy and damage trust. Consequently, it is vital to communicate explicitly about whether recordings are permitted, how they will be used, and what measures are in place to prevent misuse. These steps align with Lin’s findings about the importance of transparency and professional accountability in the use of instructional technology.

Regarding ethical issues specific to recording and reuse of the session, policies should be clearly articulated at the outset. For instance, instructing students explicitly that recordings are only for personal review and not to be shared publicly helps establish boundaries. Implementing technical controls, such as disabling recording features or using platform-specific options, further reinforces ethical compliance. The question of whether to record and reuse a Google Hangout for subsequent classes raises concerns about consent and the potential for unintended disclosure. It is ethically sound to seek explicit consent from participants before recording, informing them of who will have access and how the recordings will be stored and protected.

Preventing unauthorized recording and distribution is also crucial. Innovative technological solutions, such as disabling recording functions or using secure, encrypted platforms, can support these goals. Additionally, establishing a code of conduct that emphasizes respect, confidentiality, and ethical online behavior encourages students to engage responsibly. As part of best practices, educators should consider ethics policies that specify the permissible use of session recordings and reinforce the importance of respecting peers’ privacy and personal information shared during the session.

Designing the synchronous study session to exemplify ethical usage entails creating an environment that prioritizes confidentiality, respect, and informed consent. This involves informing students about their rights related to privacy and the limits of confidentiality, especially when personal disclosures are involved. Furthermore, fostering an open dialogue about digital ethics encourages students to recognize the importance of their own and their peers’ privacy, which aligns with ethical standards outlined in instructional technology ethics literature.

In conclusion, the ethical considerations surrounding the use of synchronous online learning tools are multifaceted and require careful planning and ongoing vigilance. Resources such as Lin (2007) highlight the importance of ethical awareness, professional responsibility, and proactive planning in technology use. Personal experiences underscore the need for transparent policies, technical safeguards, and a respectful environment that upholds students’ privacy and dignity. By integrating these principles, educators can harness the benefits of synchronous online tools while safeguarding against potential ethical pitfalls, thereby fostering a trustworthy and effective digital learning experience.

References

  • Lin, H. (2007). The ethics of instructional technology: Issues and coping strategies experienced by professional technologists in design and training situations in higher education. Educational Technology Research & Development, 55(5). https://doi.org/10.1007/s11423-006-9073-4
  • Buchanan, E. (2014). Digital ethics in higher education: The ethical challenges of online learning platforms. Journal of Educational Technology, 31(3), 45-59.
  • Ribble, M., & Bailey, G. (2004). Digital citizenship in schools: Nine elements all students should know. ISTE.
  • Selwyn, N. (2016). Education and technology: Key issues and debates. Bloomsbury Publishing.
  • Davies, M. (2014). Ethical considerations in online education: Protecting privacy and fostering trust. International Journal of Educational Technology, 5(2), 14-23.
  • Becker, H. J., & Park, K. (2011). Effects of integrating mobile device use on student engagement and learning. Computers & Education, 57(3), 2322-2332.
  • McGregor, K. (2010). The ethics of online teaching: Balancing transparency and privacy. Computers in Human Behavior, 26(5), 917-922.
  • Stewart, D. (2019). Best practices for ethical online instruction. Innovations in Education and Teaching International, 56(4), 419-429.
  • Thompson, P. (2018). Protecting student privacy in the digital age: Ethical perspectives. Educational Technology & Society, 21(4), 155-165.
  • Williams, M., & Taylor, M. (2020). Ethical frameworks for digital learning environments. Journal of Educational Computing Research, 58(2), 365-385.

Related Assignments