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ETHICAL AND LEGAL ISSUES - Coggle Diagram

- - - - IMPACTS ON STUDENTS
        
        Digital Footprint: Students might face future repercussions due to their digital footprint, including impacts on job prospects or university entrance (eSafety Commissioner, n.d.)
        
        Data Breach Response and misuse of student's online data (Zeide, 2017)
        
        Compromised Student Privacy personal student information could be accessed and misused, which can affect their safety and well-being, as well as trust in the educational institution (Unicef, 2021)
        
        Inappropriate or Harmful Content: Unrestricted access to inappropriate or harmful content can negatively impact students' mental health (Luke, 2018)
        
        Misuse of Digital Data and Online Surveillance
        
        Data governance is needed for children to ensure standards and responsibilities. This is critical to ensure that children are protected, and that their data is used as a force for good for generations to come (Unicef, 2021)
        
        UNICEF guidelines
    - - Educators must comprehend creative credit and copyright issues to effectively impart this knowledge to their students. (Based on Beardon, 2016, p.10)
    - - Digital ethics involves ethical behavior in technology use, respecting others in digital spaces, behaving responsibly, and maintaining such conduct, which is crucial in the fight against cyberbullying (Gumus, Çakır & Korkmaz, 2023)
        
        Impact on students- cyberbullying in education negatively affects student achievement, mental health, and development
      - Students require ethical guidelines for online communication and collaboration (Ribble, Miller, 2013)
    - - Unrestricted time access in terms of time or inappropriate or harmful content can negatively impact students' physical and mental health (Luke, 2108)
    - - Misuse of digital technologies for continuous assessment (Buchanan, 2020)
      - IMPACTS of COMMERCIALISATION
        
        Misuse of digital technologies for continuous assessment (Buchanan et al., 2020)
        
        The commercial exploitation of student data can lead to targeted advertising directed at students, which raises ethical concerns. (Zeide, 2017).
        
        Influence on Education Policy (Timotheou et al., 2022)
        
        Transparency. What are Ed Tech companies doing with the data they are collecting? (Bulger, M., McCormick, P., & Pitcan, M. 2017).
        
        Dependency: Selwyn, N. (2016)
    - - Inequality in Digital Access can lead to disparities in educational outcomes (Buchanan, 2019).
    - - Importance of teaching students not only how to use technology but also how to understand, analyse, and create digital media. Digital literacy should be a fundamental part of modern education (Hobbs, 2017).
        
        Digital Literacy Skills Framework sits alongside the Australian Core Skills Framework of Learning, Digital literacy is part of an integrated suite of core skills that are fundamental for individuals to be able to participate in society and work (Department of Education, Skills and Employment, 2020, p. 4).
        
        Australian Government Digital Literacy Skills Framework
  - - - Do all teachers have equal access to technology?
  - - - Big Data: The rise of data analysis in education has ethical implications, particularly when data brokers collect and sell educational data.
      - Continuous Assessment: Internet accessibility and educational software are shifting curriculums towards continuous, personalized learning, raising questions about commercial influence on education.
      - Locus of Control: Increasing use of technology in schools transfers control from teachers and governments to technology designers.
- - - - Equitable access for all students
      - Accommodation with students with special needs Ribble, 2015, p.26).
      - Programs for access outside school
    - - Privacy and security
      - Online harm
      - Online Safety
    - - Leveraging social media (ISTE, 2019)
      - Consumer skills (ISTE, 2019)
      - Money management skills
      - Secure sites (ISTE, 2019)
      - Website reliability (ISTE, 2019)
      - Fraud and Identity Threat (ISTE, 2019)
      - Use of public computers and Wi-Fi
    - - Email
      - Social networking messages
      - Video conferencing
      - Blogs
      - Sexting
      - Cat fishing (eSafety Commissioner)
      - Gaming chat rooms
    - - Technology education
      - Online education
      - Learning technology software and hardware
      - Understanding technology
    - - Using technology when it is contextually appropriate
      - Respecting others online. For example, not engaging in cyberbullying.
      - Using technology in ways that minimise the negative effects on others
    - - NSW Government Copyright and Creative Commons
      - NSW Student use of Digital Device and Online Services Policy
      - eSafety Commissioner. An overview of laws relating to sexting, cyberbullying,
      - VIC Intellectual Property and Copyright
      - eSafety Commissioner Lesson Plan for young people The Internet and the Law
      - Youth Law Australia, a resource for young people and laws around being online
      - eSafety Commissioner- legal advice and guidelines on grooming, sexting, catfishing, unwanted contact, cyberbullying, inappropriate content
  - - - NSW Government Policy for an Ever Changing World
      - VIC School Privacy Policy
  - - - Media balance
        Privacy and security
        Digital footprint and identity
        Relationships and communication
        Cyberbullying, digital drama and hate speech
        News and media literacy
        This resource contains a sequential curriculum with lesson plans, online and offline activities and presentations and homework resources and information to share with families.
    - - 1 hour online course for educators and parents on the skills necessary to understand the importance of teaching digital citizenship in today’s educational environment.
    - - Be internet smart- Share with care
        Be Internet Alert- Don't fall for fake
        Be internet strong- secure your secrets
        Be internet kind- It's cool to be kind
        This resource contains:
        -Lesson plans with ISTE Sal of Alignment
        -Interactive and engaging online game for students
        -Family pledge and guides for parents
        -Posters
    - - eSafety Kids
        Early and Middle Primary
        Be Safe
        Be Kind
        Be Curious
        Website designed for primary children to understand how to be a responsible digital citizen
      - eSafety for Young People
        Upper primary, middle school and senior
        A range of resources for young people to help them be responsible and safe digital citizens -Protecting yourself online
        -Digital Footprint
        -Online gaming
        -Pressures from social media
    - - Foundation to Year 2 Unit Plan.
        How do you stay safe online?
        5 hours
    - - Foundation to Year 6 Curriculum.mapped to National and State Based
        Curriculum Learning Outcomes and General Capabilities.
    - - Awesome resource from the UK that focus on empowering students in their use of technology.
        The ProjectEVOLVE toolkit is based on the UKCIS framework “Education for a Connected World” (EFACW). This framework covers knowledge, skills, behaviours and attitudes across eight strands of our online lives from early years right through to eighteen
  - - - I am open to hearing and respectfully recognising multiple viewpoints, and I engage with others online with respect and empathy. (fFingal, 2020).
    - - I evaluate the accuracy, perspective, and validity of digital media and social posts. (Fingal, 2020).
    - - I use technology and digital channels for civic engagement, to solve problems and be a force for good in both physical and virtual communities (Fingal, 2020).
    - - I make informed decisions about how to prioritise my time and activities online and off. (Fingal, 2020).
    - - I am aware of my online actions, and know how to be safe and create safe spaces for others online. (Fingal, 2020)