Reflection, Standards and Bibliography
Reflection:
I chose to include these several Codes of Ethics for different groups in my Capstone project because it is important to know proper use of technology. While technology is a wonderful thing, boundaries must exist. Especially with students, boundaries are important for many reasons. The major reason is safety - safety for students, safety for staff and safety for the school. By teaching students to stay within boundaries, they will carry good habits with them into the global world that now makes up the Internet.
By giving a Code of Ethics to the other groups included, it offers a guideline that also offers safety to the users. Many things included on the Code of Ethics are likely to be common sense, but giving a specific set of rules and guidelines insures the understanding of expectations for the use of technology. Most schools or industries will require users to indicate they have received a copy of the Code of Ethics with a signature, and this signature guarantees that the user agrees to follow the Code.
I believe writing an effective Code of Ethics, and providing a copy to users of technology, to be vital. The Code of Ethics outlines expectations and helps users to know what they can do while keeping everyone safe.
By giving a Code of Ethics to the other groups included, it offers a guideline that also offers safety to the users. Many things included on the Code of Ethics are likely to be common sense, but giving a specific set of rules and guidelines insures the understanding of expectations for the use of technology. Most schools or industries will require users to indicate they have received a copy of the Code of Ethics with a signature, and this signature guarantees that the user agrees to follow the Code.
I believe writing an effective Code of Ethics, and providing a copy to users of technology, to be vital. The Code of Ethics outlines expectations and helps users to know what they can do while keeping everyone safe.
Standards:
4. Promote and Model Digital Citizenship and Responsibility
Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices.
a. Advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources.
b. Address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources.
c. Promote and model digital etiquette and responsible social interactions related to the use of technology and information.
d. Develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital age communication and collaboration tools.
5. Engage in Professional Growth and Leadership
Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources.
a. Participate in local and global learning communities to explore creative applications of technology to improve student learning.
b. Exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others.
c. Evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning.
d. Contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of their school and community.
Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices.
a. Advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources.
b. Address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources.
c. Promote and model digital etiquette and responsible social interactions related to the use of technology and information.
d. Develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital age communication and collaboration tools.
5. Engage in Professional Growth and Leadership
Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources.
a. Participate in local and global learning communities to explore creative applications of technology to improve student learning.
b. Exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others.
c. Evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning.
d. Contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of their school and community.
Bibliography:
Brooks, J. G., & Brooks, M. G. (1993). In Search of Understanding: The Case for Constructivist Classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.
Funderstanding. (1998 - 2008). Retrieved September 13, 2009, from Funderstanding: http://www.funderstanding.com/
Introna, L. (2005, February 19). Phenomonological Approaches to Ethics and Information Technology. Retrieved October 10, 2009, from Stanford Encyclopedia of Philosophy: http://plato.stanford.edu/entries/ethics-it-phenomenology/
ISTE's Educational Technology Standards for Students. (2007). Retrieved October 7, 2009, from International Society for Technology in Education: http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/2007Standards/NETS_for_Students_2007.htm
Johnson, D. (n.d.). Resources for Teaching Information Technology Ethics to Children and Yound Adults. Retrieved October 11, 2009, from Doug Johnson: http://www.doug-johnson.com/ethics/
Kearsley, G. (1994 - 2009). Theory Into Practice (TIP). Retrieved September 13, 2009, from http://tip.psychology.org/index.html
Legal Ethics and Technology: Areas Where Technology Affects Ethics. (n.d.). Retrieved October 10, 2009, from American Bar Association: http://www.abanet.org/tech/ltrc/research/ethics/
Mendles, P. (2000, February 16). Online Ethics Should Begin in Classrooms, Educators Say. Retrieved October 11, 2009, from The New York Times On the Web: http://faculty.plattsburgh.edu/stewart.denenberg/csc372/articles/ethics%20education.html
Powell, M. J. (1995). Classroom Compass. Retrieved September 13, 2009, from Southwest Educational Development Labratory: http://www.sedl.org/scimath/compass/v01n03/credits.html
Reynard, R. (2009, March 25). Can We Guage Technology's Impact on Learning Outcomes? Retrieved September 21, 2009, from Campus Technology: http://www.campustechnology.com/Articles/2009/03/25/Does-Technology-Improve-Learning-Outcomes.aspx
Starr, L. (2005, August 4). Tools for Teaching Cyber Ethics. Retrieved October 7, 2009, from Education World: http://www.educationworld.com/a_tech/tech/tech055.shtml
Funderstanding. (1998 - 2008). Retrieved September 13, 2009, from Funderstanding: http://www.funderstanding.com/
Introna, L. (2005, February 19). Phenomonological Approaches to Ethics and Information Technology. Retrieved October 10, 2009, from Stanford Encyclopedia of Philosophy: http://plato.stanford.edu/entries/ethics-it-phenomenology/
ISTE's Educational Technology Standards for Students. (2007). Retrieved October 7, 2009, from International Society for Technology in Education: http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/2007Standards/NETS_for_Students_2007.htm
Johnson, D. (n.d.). Resources for Teaching Information Technology Ethics to Children and Yound Adults. Retrieved October 11, 2009, from Doug Johnson: http://www.doug-johnson.com/ethics/
Kearsley, G. (1994 - 2009). Theory Into Practice (TIP). Retrieved September 13, 2009, from http://tip.psychology.org/index.html
Legal Ethics and Technology: Areas Where Technology Affects Ethics. (n.d.). Retrieved October 10, 2009, from American Bar Association: http://www.abanet.org/tech/ltrc/research/ethics/
Mendles, P. (2000, February 16). Online Ethics Should Begin in Classrooms, Educators Say. Retrieved October 11, 2009, from The New York Times On the Web: http://faculty.plattsburgh.edu/stewart.denenberg/csc372/articles/ethics%20education.html
Powell, M. J. (1995). Classroom Compass. Retrieved September 13, 2009, from Southwest Educational Development Labratory: http://www.sedl.org/scimath/compass/v01n03/credits.html
Reynard, R. (2009, March 25). Can We Guage Technology's Impact on Learning Outcomes? Retrieved September 21, 2009, from Campus Technology: http://www.campustechnology.com/Articles/2009/03/25/Does-Technology-Improve-Learning-Outcomes.aspx
Starr, L. (2005, August 4). Tools for Teaching Cyber Ethics. Retrieved October 7, 2009, from Education World: http://www.educationworld.com/a_tech/tech/tech055.shtml