Demonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching.
(AITSL, 2011)
Issues in the use of ICT in teaching and Learning
All young people need opportunities to develop ICT capability to successfully and confidently operate in an information-rich digital world. As a result, it is critical for every young Australian to develop the skills needed to flourish as healthy, safe, confident and digitally literate citizens (ACARA, 2021).
Exposure to inappropriate contentThe online landscape allows student to be connected with immersive learning material however, it also presents young people with the opportunity (whether it be accidentally or deliberately) to encounter inappropriate content such as;
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ICT functionality which increases risk exposureContent Sharing can be defined as the transfer or distribution of information to an individual or limited group of users, or it may be publicly available for anyone to view, access, forward or download. Although content sharing is a great way for students to connect and share information, it can expose users to violent, sexualised or age-inappropriate content.
Live streaming refers to online media that is simultaneously recorded and broadcast in real-time to the viewer. The safety implications of live streaming surround the difficulty moderate content that is live streamed, so users may be exposed to content not appropriate for their age. (eSafety Commissioner, 2020) |
Responsibilities of Educators
As teachers we have a legal duty of care to students to take reasonable steps to ensure digital learning is conducted in a safe and responsible manner. Although many graduate teachers possess a low aptitude when it comes to online safety it is important that teachers ensure students are aware of expectations relating to the safe, responsible and ethical use of digital technologies (Tomczyk, 2019). Teachers should display signage (See online safety agreement) in their classroom which lists the classroom expectations pertaining to the use of ICT. Due to the importance of online safety (from a moral and legal perspective) it is imperative that online safety be included into a teachers curriculum planning documents.
Teachers are obliged to adequately supervise students when using digital technology in the classroom. Teachers should investigate strategies to ensure students are appropriately supervised when engaged in online learning. These could include but are not limited to;
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Online Safety Classroom Agreement which defines, highlights and encourages safe and respectful online behaviours (eSaftey Commissioner, 2021)
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Strategies to support the safe, responsible and ethical use of ICT
Online Safety Education - Best Practice Framework
The eSafety commissioner has published a framework of effective practices for the promotion of online safety in classrooms - the framework focus on five key elements (eSafety Commissioner, 2021).
Ethical decision making (particularly in the use of ICT resources) is an important skill which must be taught to and modelled for students at a young age. This means they are also able to understand the complexity of relationships between people, values, principles, and more that make up what is involved in educational technologies (Spector, 2016). |
Best practice framework for online safety education (eSaftey Commissioner, 2021)
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The AITSL Standard 4.5 mandates that when Implementing ICT into classrooms deliberate strategies, planned infrastructure investments, school-wide policy development, and a dedicated ICT coordinator are required in order for a safe, responsible, and ethical ICT-integrated classroom to exist (Ali and Zafar, 2017).
ICT Student Usage Guidelines (Greenwood College, 2021)
References
Ali, R., & Zafar, H. (2017). A security and privacy framework for e-learning. International Journal for e-Learning Security.
ACARA (2020). General Capabilities https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/information-and-communication-technology-ict-capability/learning-continuum/
Australian Institute for Teaching and School Leadership (2011), Australian Professional Standards for Teachers, AITSL, Melbourne.
Cruess, S. R., Cruess, R. L., & Steinert, Y. (2008). Role modelling—making the most of a powerful teaching strategy. Bmj, 336(7646), 718-721.
eSafetyCommissioner. (2021). Classroom Resources. https://www.esafety.gov.au/educators/classroom-resources
eSafetyCommissioner. (2021). Online Safety Education - Best Practice Framework. https://www.esafety.gov.au/educators/best-practice-framework
Lai, K. W., & Pratt, K. (2004). Information and communication technology (ICT) in secondary schools: the role of the computer coordinator. British journal of educational technology, 35(4), 461-475.
Peslak, A. R. (2007). Ethics and moral intensity: An analysis of information technology and general education students. In (Vol. 5). Penn State University: Information Systems Education Journal.
Spector, J. M. (2016). Ethics in educational technology: Towards a framework for ethical decision making in and for the discipline. Educational Technology Research and Development, 64(5), 1003-1011.
State of Victoria (2020) Dept. of Education; Cybersafety and Responsible Use of Digital Technologies. https://www2.education.vic.gov.au/pal/cybersafety/policy
Tomczyk, Ł. (2019). What Do Teachers Know About Digital Safety? Computers in the Schools, 36(3), 167-187.
ACARA (2020). General Capabilities https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/information-and-communication-technology-ict-capability/learning-continuum/
Australian Institute for Teaching and School Leadership (2011), Australian Professional Standards for Teachers, AITSL, Melbourne.
Cruess, S. R., Cruess, R. L., & Steinert, Y. (2008). Role modelling—making the most of a powerful teaching strategy. Bmj, 336(7646), 718-721.
eSafetyCommissioner. (2021). Classroom Resources. https://www.esafety.gov.au/educators/classroom-resources
eSafetyCommissioner. (2021). Online Safety Education - Best Practice Framework. https://www.esafety.gov.au/educators/best-practice-framework
Lai, K. W., & Pratt, K. (2004). Information and communication technology (ICT) in secondary schools: the role of the computer coordinator. British journal of educational technology, 35(4), 461-475.
Peslak, A. R. (2007). Ethics and moral intensity: An analysis of information technology and general education students. In (Vol. 5). Penn State University: Information Systems Education Journal.
Spector, J. M. (2016). Ethics in educational technology: Towards a framework for ethical decision making in and for the discipline. Educational Technology Research and Development, 64(5), 1003-1011.
State of Victoria (2020) Dept. of Education; Cybersafety and Responsible Use of Digital Technologies. https://www2.education.vic.gov.au/pal/cybersafety/policy
Tomczyk, Ł. (2019). What Do Teachers Know About Digital Safety? Computers in the Schools, 36(3), 167-187.