Exposing Pre-Service Teachers to the Ethics of Technology: The Requisite of Engaging in Philosophy Questions Regarding Educational Technology
Abstract: Though it is not new, the call for ethics in educational technology is of growing importance. Countless ethical issues arise from present utilization of technology: privacy (and surveillance), decision-making power, propaganda, bias, societal inequities, and malicious use (An & Oliver, 2021; Kantayya, 2020; Manyika et al., 2019). Whether educational teaching methods deliberately encompass digital technologies or not, as residents of the contemporary age, the bidirectional relationship between humans and technology is an inevitability whose recourse mold present and future reality. Teachers, therefore, are morally obligated to challenge the technological imperative and to develop a personalized philosophy that benefits themselves, their learning community and all of humanity. Much research has been conducted on the The TPACK model (Technological Pedagogical Content Knowledge (TPCK - Mishra & Koehler, 2006; Angeli & Valanides, 2009) exploring the nature and scope of the knowledge needed for each of these areas. In this paper we are focusing on Technological Knowledge (TK) and Technological Pedagogical Knowledge (TPK)--vital developments for pre-service teachers that, we believe, should emphasize the fundamental process of asking questions about the nature of technology and its impact on education, learning and learners. The purpose of this paper is to raise awareness for the need to engage preservice teachers in discussions about the ethics of technology.