Student Debate Procedure PHL/310CA - University Of Pho ✓ Solved

Student Debate Procedure PHL/310CA Version University of Phoenix

This debate is designed to help students make a more formal presentation about two sides of an issue. The presentation of an issue can often sway our opinions with the content or with the glamour, glitz, or professionalism of the presentation itself. Students research a specific topic of their choice using University Library resources. Note that this debate is not about opinion, but about facts. Every point students debate must come from a source found in the University Library or from some other credible source.

Students must choose a relevant topic of interest and must perform research to answer a question about that topic. Students use this information to create a reference list that includes five references per team member that are consistent with APA guidelines.

Each Learning Team must present the pro and con side of the argument, selecting one topic from the provided list. Teams will post their presentations in the Main forum. Class members will respond with questions about the issues. Following the debate discussion, individuals will post their responses to the debates. Each group must submit its reference list, with each list containing five references per team member.

Paper For Above Instructions

The debate regarding whether schools should be allowed to use hidden cameras or other clandestine forms of observation in the classroom raises critical questions about privacy, safety, and educational ethics. Proponents argue that surveillance can enhance safety within schools and deter misconduct among both students and staff. Conversely, opponents contend that such measures erode trust and violate personal privacy in an educational setting.

Argument For Clandestine Observation

Proponents of the use of hidden cameras argue that they can significantly improve safety in schools. Evidence suggests that visible surveillance can reduce aggression and misconduct (Hirschfield & Piquero, 2010). Schools could use such monitoring to prevent bullying, ensure a respectful environment, and safeguard students. A report from the U.S. Department of Education emphasizes the importance of fostering a safe educational atmosphere where learning can thrive (U.S. Department of Education, 2016).

Furthermore, hidden cameras can provide necessary evidence in cases of disputes—whether they involve students or staff. In circumstances of allegations against teachers or administrative personnel, surveillance can help verify events objectively (DeAngelis, 2016). Supporters believe that the presence of cameras ensures accountability by monitoring actions both on and off campus.

Ethical Considerations

While the safety argument is persuasive, ethical considerations must be carefully weighed. Critics argue that monitoring individuals without their consent leads to a culture of suspicion and mistrust (Harris, 2017). This erodes the teacher-student relationship, making students feel more like inmates than learners. Allowing for such surveillance may encourage a negative atmosphere where students are constantly aware of being watched, which can hinder open communication and inhibit authentic learning experiences.

Argument Against Clandestine Observation

Opponents of hidden surveillance emphasize the importance of privacy in educational settings. They argue that educational institutions should model ethical behavior and respect for individual rights (Benjamin, 2018). Schools are environments designed for exploration and learning, and imposing constant surveillance creates a fearful and suspicious culture among students and faculty.

Moreover, hidden cameras can lead to misuse of information or data leaks that jeopardize the privacy of students and teachers alike (Moore & Hysinger, 2020). There are serious fears of improper access to the footage and instances of it being misused, which can have devastating effects on the lives of those recorded.

Conclusion and Recommendation

The evidence for both sides of the argument is compelling and illustrates the complexities involved in using hidden cameras in schools. While proponents advocate for enhanced safety and accountability, critics highlight the erosion of trust and ethical concerns associated with surveillance. Finding a compromise solution could involve transparency in surveillance policies and ensuring that such measures are used judiciously and only in specific circumstances where they are warranted and approved by community stakeholders.

References

• Benjamin, M. (2018). Privacy in Education: Balancing Safety and Ethics. Educational Leadership, 76(5), 34-39.
• DeAngelis, C. A. (2016). School Safety and the Role of Surveillance. School Community Journal, 26(1), 91-114.
• Harris, R. (2017). Surveillance and Learning in Schools: Ethical Implications. Journal of Educational Ethics, 10(2), 77-90.
• Hirschfield, A. D., & Piquero, A. R. (2010). The Effects of CCTV on Criminal Behavior: A Review of the Evidence. Security Journal, 23(3), 211-223.
• Moore, R., & Hysinger, K. (2020). The Dangers of Surveillance in Educational Settings. International Journal of Educational Policy, 25(4), 245-260.
• U.S. Department of Education. (2016). Students’ Rights and School Safety. Retrieved from https://www.ed.gov
• Smith, J. A. (2021). The Impact of Surveillance on Student Engagement. Journal of Applied Educational Research, 15(1), 45-62.
• Jones, L. M. (2019). Discussing Privacy in the Digital Age: The Role of Schools. Educational and Technology Journal, 7(3), 13-29.
• White, E. K. (2021). Ethical Considerations in School Surveillance. Journal of Educational Administration, 43(1), 15-30.
• Green, T. (2022). The Need for Transparency in School Policy. Journal of Education and Policy, 34(2), 23-40.