My initial involvement with ethical considerations surrounding the use of technology in my classroom centered on the ease with which information of any kind could be obtained by my students, and the online access to materials that could result in plagiarism. In the first case, the ease of access was both a blessing and a curse; while the ability to conduct research, and obtain multiple sources of information was a wonderful by-product of the Internet,  it was also an unfortunate reality that students could  find themselves on sites totally inappropriate for their viewing, even if their access was purely by accident. Ironically, in order to provide the freedom for my students to explore the available technology, there would have to be restrictions created that protected them. In similar fashion, they would have to be instructed on citing sources, and on the proper way to incorporate other sources’ ideas in their own works.

            Several times since the start of my educational technology course work I have benefited from knowledgeable, forward-thinking individuals dedicated to making technological advances readily available to my students. To deal with the issue of inappropriate access and the avoidance of plagiarism, I was fortunate enough to be able to work with my middle school’s Media Specialist in designing a program that addressed these two specific issues (See Appendices F and G). This lesson, as described in Narrative Strand III, eventually encompassed creating a “rule book” for Internet use, as well as a reference guide to appropriate Internet sites. As one of our goals was to use a self-guided approach for student instruction, this particular unit not only demonstrated the students’ abilities to satisfy the educational requirements of the lesson, but demonstrated my growth in recognizing different applications of class management styles as well. Prior to my commitment to the educational technology considerations presented in my courses, I would have approached this lesson in a far more standard, teacher-as-lecturer orientation, and the ultimate result, the students’ work in identifying appropriate sites would probably not have occurred.

However, while the ethical considerations of appropriate site access and full citing of resources is important, perhaps the most essential impact that technology has upon classroom learning lies in securing and protecting equal access. Robyler (2006), in referencing Molnar’s article “The Next Great Crisis in American Education: Computer Literacy” reiterates the observation that:

[T]he power of technology is a two-edged sword, especially for education. While it presents obvious potential for changing education and empowering teachers and students, technology may also further divide members of our society along socioeconomic, ethnic, and cultural lines and widen the gender gap. Teachers will lead the struggle to make sure technology use promotes, rather than conflicts with, the goals of a democratic society (p.22).

Technology has the potential to “open up” the world; as such, it offers a potent method for students to educate themselves about their own cultural and racial heritage, and to learn about their fellow students’. In my opinion, teachers are neglecting their responsibility if they fail to use the opportunity that technology presents in this area to encourage the exploration of cultures different from a student’s own. To this end, I have been involved in two major applications of this theory. The first, in EDU 553, resulted in participation in the CultureQuest project whose Connecticut participation is under the direction of Dr. David Stoloff, at Eastern Connecticut State University (See Appendix M). In this project, I participated as a student. However, as the experience was such a positive one, I quickly incorporated it into my own class, using the CultureQuest framework as a basis for the Internet instruction in appropriate online etiquette mentioned earlier.

It also became the inspiration for a student-evolved project that led to the “Book of Us” lesson (See Appendices B and C, and Narrative Strand II) in which students shared personal biographies with their peers, and identified the cultural similarities and/or differences illustrated within their books. This project will be extended in the spring of this year when students will choose an aspect of their world about which they wish to make a difference, research it, and incorporate what they have learned about the cultural diversity within their own class. Additionally, a requirement of the spring project is the students’ participation in blogs created to explore the advantages of cultural diversity, as well as the connections that educational technology can create. Hopefully, direct connections to other cultures through available technology will be possible as well.

The more avenues of this type are explored, the more thy will become commonplace in our classrooms. As Holmes and Gardner (2006) offer:

From the beginning when computers were first introduced in classrooms, and throughout the subsequent rapid developments of information and communications technology in education around the globe, questions have been raised about the relationship between culture and computers. The new technology brings people – individuals, communities, and nations – closer together, and creates better possibilities for collaboration and exchange of ideas and knowledge (p.62).

It is also imperative that teachers are aware that technology is not available to all in home environments, and offer situations that bolster positive experiences with the technology in the classroom, rather than enlarging the socioeconomic division that technology can illuminate. Computer literacy must become common to all; in much the same way that reading ability can dictate success or failure within a class, computer literacy presents similar avenues to the achievement of success or failure. I am fortunate to work in a school whose commitment to a technological environment is exceptional. It is my job to rewrite lesson plans that formerly relied upon non-technological materials, keeping in mind that all of my students need to have the necessary tools to be successful within this framework.

It seems only fitting that in the last section the narrative I arrive at the culminating project of my degree program. Before I could educate my students about the benefits of educational technology in the classroom, I had to learn about, and accept it myself. Hopefully, these narrative sections have illustrated my continual and continuing growth in technology’s use and application, as well as an understanding of the technologies available to me and my students. Ironically, I found that as my enthusiasm for technology use in my classes grew, there were teachers around me who exhibited hesitance bordering on fear in using it in theirs. Many were reluctant to view technological applications in the manner that Holmes and Gardner (2006) indicate, that the inclusion of educational technologies “bring[s] significant added value to education and learning” (p.77). I decided to take the opportunity to conduct a research project of my own in this area. The result was the paper “The Effects of Computer Use on Middle School Faculty” written for EDU 696, and described in Narrative Strand V (See Appendix N).

This turned out to be more than a research project when I asked for, and received permission, to attempt to convince my colleagues of the benefits of technology through practical application. As pointed out by the National Center on Educational Statistics (NCES), “Teachers may benefit when they learn about technology from one another and provide one another with motivation to continue working with this resource. Research supports this proposition; teachers who use computers benefit from interacting with a network of other teachers at their school who also use computers” (NCES, September 2000).

While my results were predominantly positive, it was readily apparent that one of the major issues that had to be dealt with in this support program was the ethical liability conveyed to teachers if students did go to inappropriate sites, or used the technology to disrupt existing data bases. This is a continuing dilemma for educators, particularly those who have embraced the concept of technology being a valuable tool in the classroom. It also stands as the most obvious barrier for those teachers wishing to incorporate technology, but hesitant to do so until they are absolutely sure that it can be done safely. As much as students need appropriate support and guidance, teachers are as needy, if not more in this area. Continuing professional support through in-service days is a necessity, as is the willingness to examine the legal and ethical ramifications that technology brings with it into our schools.

Providing full-access to technology for all of our students, and the communities we serve, is paramount, and the continued use of the available technology to support and magnify the level of ethical behavior that is required of us as educators is perhaps one of the greatest challenges facing educators in the 21^st Century. Used correctly, technology becomes liberating – used incorrectly it becomes dehumanizing and restrictive. Continued professional growth, and a commitment to the positive integration of technology and its applications is what is needed to prevent the second scenario.