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e-ETHICS - Coggle Diagram
e-ETHICS
Cyberbullying
Victim
receives an act of victimisation against someones vulnerability
risks include: reduced academic achievement; decreasing school attendance; feelings of embarrassment, fear, anger, and frustration; increased stress, anxiety, and depression; reduced self-esteem; social with- drawal or exclusion; increased use of tobacco, alcohol, and drugs; and suicidal ideation or action
Perpertrator
"The real or perceived anonymity or invisibility that comes with cyberbullying means that adolescents feel that their virtual identity is removed from their real identity and results in a perceived “reduction in accountability” (Mason, 2008, p. 330). The reduced accountability leads them to do and say things they would not do or say face-to-face." (Redmond et al., 2018, p. 2)
Bystander (Stop bullying, 2018)
Someone who witnesses bullying, either in person or online, is a bystander. Friends, students, peers, teachers, school staff, parents, coaches, and other youth-serving adults can be bystanders. With cyberbullying, even strangers can be bystanders
Bystanders have the potential to make a positive difference in a bullying situation by becoming an upstander. An upstander is someone who sees what happens and intervenes, interrupts, or speaks up to stop the bullying.
(Australian Institute for Health and Wellfare, 2021)
In 2019, just over 1 in 5 (21%) young people aged 15–19 reported experiencing bullying in the previous 12 months.
In 2020, just over 4 in 10 (44%) young people aged 12–17 had at least 1 negative online experience in the 6 months prior to September.
In 2017, experience with sexting (either consensual or non-consensual) among young people aged 14–17 was more common among females than males (35% and 22%).
Negative online behaviours are defined as:
being contacted by a stranger
being sent inappropriate content
being deliberately excluded from events/social groups
suffering damage to reputation
receiving online threats or abuse
having online personal information/photos misused in a mean way
having other negative experiences.
Prevention
multi-pronged approach
teaching is grounded in social justice pedagogies (Breunig, 2016)
Professional development helping teachers identify cyberbullying
Creating supportive community of learners that fosters respect and diversity. teach empathy
working knowledge of school policy and practice.
Identification
Types of cyberbullying
cyberstalking, denigration, excluding, flaming, harassing, impersonating, outing, and trickery.
Professional development helping teachers identify cyberbullying
Digital Ethics
Rights & Responsabilities
Parents
Stay active and informed with your child's education regarding digital technology (NESA, 2022b)
support your child's awareness of their own digital rights and responsibilities
policy
in Victoria schools develop Acceptable Use Agreement
(DET, 2023).
undertake privacy impact statements if applicable to class, for example recording and storing personal data for a statisitcs class
Students
Sign a student agreement stipulating the expectation of use and consequences.
Teachers
Make connections with students between policy, classroom expectations and school rules.
Be an ambassador for making ethical choices, this is supported by an personal social media that is inline with safe, healthy and ethical choices. May active plans to keep profesional and social lives seperate (Warnick et al,.2016)
ensure logical consequences are in place and acted upon if a student breaches school rules (NESA, 2022b).
Privacy impact statements (DET, 2023)
When schools are considering using an online service or application that handles personal information they must:
Obtain agreement to do so from the school principal or leadership team. This can be done via email or a meeting.
Conduct an assessment to identify any privacy and security risks, and document what actions are required to mitigate these.
Consider whether consent for use of the service is required, and if so, whether opt-in or opt-out consent is most appropriate for the specific situation.
Ensure parents are adequately informed about the use of the online service.
Digital Dilemmas From (Buchanan, 2019)
For students
Equity in technology uptake:
who is responsible. Unfair disadvantage when students have access to old, broken technology
Students online ethics
"(i) A self-focused understanding focuses on the implication for one’s self of a particular action." (Buchanan, 2019, p. 2).
"(ii) Thinking about known others (friends, family, classmates, etc.) is characterized as moral think- ing. Moral thinking is thinking based on the golden rule, treat others the way you’d like them to treat you." (Buchanan, 2019, p. 2).
" (iii) macro morality and consists of ethical thinking on the effects of one’s actions on multiple and distant stakeholders and the larger community." (Buchanan, 2019, p. 2).
For Schools
Privacy and Surveillance
children’s privacy versus a perceived need to surveil them in order to keep them safe (Levinson and Fay 2019)
Educational data is collected and stored on commercial platforms that have a profit motive for their involvement (Williamson 2017).
changes are being driven by development of technical solutions which are proffered by commercial interests who argue that they can solve the learning process in ways that disciplines such as educational psychology, phi- losophy, and sociology have thus far been unable to (Williamson 2017).
dependence on technological solutions removes control not just from teachers but also from government bureaucracies; control instead rests with those who design these educational technologies.
For Teachers
Who Is Responsible for Upskilling the Teachers around the Tools they Are Being Made to Use? (Buchanan, 2019, p. 3)
To what degree do teachers have the right to follow social norms and participate in digital culture when this is at odds with the moral requirements of their profession?
Teachers may be in breach of school system rules on data management if they are using apps in their classrooms that store edu- cational and student data offshore.