Ethical Use of Technology in Digital Learning Environments: Graduate Student Perspectives, Volume 2

This book is the result of a co-design project in a class in the Masters of Education program at the University of Calgary. The course, and the resulting book, focus primarily on the safe and ethical use of technology in digital learning environments, and is the second volume in the series. The course was organized according to four topics based on Farrow’s (2016) Framework for the Ethics of Open Education. Students were asked to review, analyze, and synthesize each topic from three meta-ethical theoretical positions: deontological, consequentialist, and virtue ethical (Farrow, 2016).  The chapters in this open educational resource (OER) were co-designed using a participatory pedagogy with the intention to share and mobilize knowledge with a broader audience. The first section, comprised of four chapters, focuses on topics relating to well-being in technology-enabled learning environments, including the use of web cameras, eproctoring software, video games, and access to broadband connectivity. The second section focuses on privacy and autonomy of learners and citizens in a variety of contexts from schools to clinical settings.  In each of the seven chapters, the authors discuss the connection to the value of technology in education, and practical possibilities of learning technologies for inclusive, participatory, democratic, and pluralistic educational paradigms. The book concludes with reflections from the course instructor gained over two iterations of teaching the course. This is a static version of the text; the live Pressbook can be accessed via
education, technology: general issues, ethical issues: scientific, technological, and medical developments, teacher training, artificial intelligence, social media, social networking, assistive technology
Brown, B., Roberts, V., Jacobsen, M. et al. (2021). Ethical Use of Technology in Digital Learning Environments: Graduate Student Perspectives, Volume 2. (B. Brown, V. Roberts, M. Jacobsen, et al. Eds). University of Calgary.