Platforms, Perceptions, and Privacy: Ethical Implications of Student Conflation of Educational Technologies

Autor/inn/en	Greenhalgh, Spencer P.; DiGiacomo, Daniela K.; Barriage, Sarah
Titel	Platforms, Perceptions, and Privacy: Ethical Implications of Student Conflation of Educational Technologies
Quelle	In: Information and Learning Sciences, 124 (2023) 9-10, S.247-265 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2398-5348
DOI	10.1108/ILS-03-2023-0030
Schlagwörter	Ethics; Privacy; Learning Management Systems; Learning Analytics; Data Collection; Student Attitudes; Secondary School Students; Educational Technology; Technological Literacy; Incidence + Suchen Sie Ihr Suchwort? Ethik; Privatsphäre; Data capture; Datensammlung; Schülerverhalten; Sekundarschüler; Unterrichtsmedien; Technisches Wissen; Vorkommen
Abstract	Purpose: The purpose of this paper is to examine how higher education students think about educational technologies they have previously used -- and the implications of this understanding for their awareness of datafication and privacy issues in a postsecondary context. Design/methodology/approach: The authors conducted two surveys about students' experience with the ClassDojo platform during their secondary education. In both surveys, the authors included a question asking students to identify which ClassDojo-like platform they used in school. For this study, the authors examined responses to these screening questions, identifying the technologies that responses referred to and sorting technologies into categories. Findings: Students identified a wide range of technologies when prompted to identify a technology similar to ClassDojo. Many responses suggested students have a broad, monolithic understanding of educational technology. This suggests the prevalence of a utilitarian tool perspective (rather than a platform perspective) that may be entrenched by the time that students reach higher education, hampering efforts to inform and educate them in that context. Originality/value: To the best of the authors' knowledge, there are few studies of students' conflation of educational technologies in the extant literature. Furthermore, the platform perspective emphasized in this manuscript remains relatively rare in many fields associated with educational technology. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01