Hunt 1

Steven Hunt
CST 300 Writing Lab
21 February 2017

Ethical Issues with Technology in the Educational System

You hear some faint laughter as the room goes dark. Your eyes are open, you know where

you are, yet you're unsure of your physical surroundings. As the software loads, anticipation

kicks in, you're uncertain of what lies ahead as the light slowly starts brightening your field of

view. You are now outside, the landscape looks familiar, although you cannot remember exactly

where or when you have seen this before. You start piecing all the geographical elements

together. It's your city, well it was your city long ago, no structures or roads, just trees and ranges

for as far as the eye can see. You shout out, The Bay Area, and your geography teacher says,

Correct! Onto the next location.

This could be the classroom of the future. At the rate technology is advancing, we could

very well be using virtual reality throughout many aspects of our lives, including in our

classrooms. Our children experiencing science, history, and art within virtual realities, having the

ability to become fully immersed in a world created solely from software and hardware, allowing

them to feel the excitement as if they were really there. Millennial children have grown up

learning from a young age, the power and innovations of technology, becoming almost reliant on

it for their everyday entertainment. Studies have shown that children in the millennial generation

spend, on average, six hours in front of screens per day, more than doubling the amount from

1995 (Wakefield, 2015).

The drastic increase in technology use amongst children goes along with the recent

increase and availability of technological platforms. Tablets, game consoles, virtual reality
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systems, and of course smart phones are all bridges to an infinite world of information,

fascination, and communication that have become a cultural norm over the past decade. Smart

phones are in the hands of 22 percent of children ages six to nine, 60 percent of adolescents ages

ten to fourteen, and 84 percent of teens ages fifteen to eighteen. Fourth-grade is the average year

in which children are receiving their first smart phones (Chen, 2016).

When you hand kids technology today, you're giving them powerful communication and

production tools. With these tools, comes great responsibility. Fourth-graders of the digital age

may know how to navigate a smart phone or tablet better than their parents, but does that come at

a price? What are children unknowingly giving up for technology? It is easy to become

consumed by technology and all that it has to offer. With technology in the hands of the greater

majority of children today, a growing body of research has been done to show the psychological,

physiological, and physical impacts and risks technology poses on children.

Experts recommend moderation and limitations to improve the chances of establishing

healthy technology habits among children, as well as lowering the risks for any long-term

detrimental effects (Moreno, 2016), but just how much technology should children be using, and

in which areas of their lives should this technology be moderated? With little aid, parents can

monitor the use of devices around the house, as children spend the majority of their time at home

prior to their adulthood. But with the growing prevalence of technology in America's public

schools, its true impacts are gradually being revealed, which raises the question on how we

should address the issue with technology use in classrooms?

Children spend roughly 14,000 hours in school over the course of their general education.

Within that time, they develop the capacity to learn, remember, symbolize information, and
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problem solve. This is also the time when children develop social, emotional, language, and

communication skills (Eccles, 1999). With so much at risk, the issue of whether or not there

should be some type of regulations is controversial for those involved. This issue revolves

directly around the students, although there are a few other important stakeholders involved in

this issue. Provided are some of their key positions, values, and argumentative claims on the

issue.

Parents of the students hold an important role, as they serve as a guardian to their child.

They want the best for their children; happiness, intelligence, confidence, personal and social

awareness, motivation, and respect for all. They value their child's overall wellbeing. Their

interests in this situation is to provide their children a safe place to gain social skills, learn the

curriculum, and to essentially prepare them for life as an adult.

A parent who supports the use of technology in school, could base their claims on value,

by attempting to prove their belief that technology is more beneficial than harmful. They could

argue that it will help their children to become more prepared for the future, as technology is

only going to become more prominent throughout our daily lives. A parent with this position

could also base their claim on facts, due to the extensive research done showing the cognitive

benefits educational applications have on developing children (Bullard, 2014).

Conversely, other parents could choose to be against the use of technology in classrooms.

They could base their claims on facts as well, stating that technology is dangerous due to the

damaging effects it has on their child's development when over exposed to it. These parents

could also make an analogous claim, arguing that technology acts as a crutch for their children to

rely on, resulting in the underdevelopment of core concepts, as children can now easily look up
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the answer to any curricular problem within seconds.

Another major stakeholder in this ethical dilemma are the educators. They are responsible

for integrating their students into the world of learning. Educators come from all different

backgrounds, therefore their positions on this issue can vary from one to another. Overall their

values are fairly similar, in that they are there to inspire and educate their students. According to

a recent study done by Edgenuity (2016), 91 percent of teachers agree with the statement,

Technology provides a greater ability for teachers to tailor lessons and homework assignments

to individual needs of each student. Teachers who have seen benefits from the use of technology

have claimed that their classrooms are more productive, have increased test scores, have helped

prepare students for the future, encouraged collaboration, and provided a more lighthearted

environment (Tophat, 2015). These are cause and effect claims, as the educators are asserting

that the use of technology causes beneficial effects. Teachers who are pro-technology in

classrooms can also use a claim of policy, as technology is being embraced at the Cabinet level,

so much that in 2012, the former Secretary of Education, Arne Duncan, mandated the

replacement of static text books with digital versions, stating, The world is changing, this is

where we have to go as a country.

On the other hand, there has been some push back from educators on the issue of

technology use in their classrooms. These educators use claims of fact, stating that technology

adds to the already increasing financial issues their districts have in the ability to pay teachers a

worthy salary (Richtel. 2011). Another major argument teachers have is the fact that reading

from digital devices is not comparable to traditional reading, as we do not absorb content the

same way, due to the ability to easily scan through subject matter using digital media (Paul,
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2014). They can also claim that traditional methods of teaching have worked for over 200 years

(Grey, 2008), where teachers were known as knowledge dispensers rather than facilitators,

worked in regimented classrooms, and used chalk and talk methods.

Typically, it comes to no surprise, that students of all ages are advocates for the use of

technology in the classroom. Students of the digital generation value instant gratification, having

the ability to get something right away, which technology provides. Students claim that

technology provides value, arguing that it makes learning more fun and interesting, and helps

them become more engaged as they learn. Statistics taken from TeachHub, shows that students

believe that technology helps them retain information better than conventional methods. Students

also assert that it helps prepare them for the digital future, and acquire the essential skills needed

to become successful in this day and age.

Companies that supply technology have the same position on the use of technology in

classrooms as students, but not necessarily the same values or interests. The sellers of technology

platforms are interested in providing reliable products, which ultimately creates revenue

generated by sales. Sellers claim that the education system is large market, based on the fact

public schools plan on spending $3 billion on digital media in the United States this year alone

(Herold, 2016). Technology providers can also base their claims on policy, due to former

President Obama's technology commitments made in 2014, in which he stated that the Federal

Communications Commission will provide $2 billion dollars to, close the technology gap in our

schools, put the world and outer space at every childs fingertips, whether they live in a big city,

a quiet suburb or rural America.

These are the major stakeholders within this debate. They provide their own views,
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positions, and opinions on the matter. Careful consideration into whether or not to allow

technology into the K-12 system should be given, as technology could either be beneficial or

harmful depending on how one views the situation. Whether one is for or against, a student,

teacher, parent, or technology provider, there are only a few options that can play out on this

issue, either technology is allowed and embraced, controlled, or refused. To strengthen the

argument one way or the other, the ethical frameworks in which the stakeholders positions are

based off of will be evaluated.

A call to action which embraces the use of technology and the potential benefits it may

have in the classroom is proposed by students, technology providers, and varying teachers and

parents. Students base their position off of the ethical consequentialist theory with an egoistic

approach. This approach is part of the consequentialist framework, which was first introduced by

philosopher Henry Sidgwick in 1874. The consequentialist theories are primarily concerned with

ethical consequences of particular actions (Bonde & Firenze, 2013). The egoist approach holds

that actions whose consequences will benefit the doer can be considered ethical, which connects

to the students mindset of instant gratification for themselves. Students assume that technology

will provide them with this immediate sense of pleasure and satisfaction, in which they've

become very accustom to due to the ability to have information and entertainment at their

fingertips. Critics of egoism have stated that this framework provides no moral basis for the

resolution of conflicts of self-interest (Baier, 1958), whereas the main proponent for egoism, Ayn

Rand, argues that selfishness is a proper virtue to pursue (Moseley).

Parents who support the use of technology base their positions off of another ethical

consequentialist theory called the utilitarian approach. Jeremy Bentham is thought to be the
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founder of modern utilitarianism, in which actions could be described as good or bad depending

upon the amount and degree of pleasure and/or pain they would produce (Bonde & Firenze,

2013). The utilitarianism framework underlies this option, specifically for parents who are

advocates of technology, in that these parents assume technology will provide more benefits for

their children, then negative consequences. This specific approach is what is known as act

utilitarianism, which states that whenever we are deciding what to do, we should perform the

action that will create the greatest net utility (Nathanson).

The ethics of care, a normative ethical theory, underlies some of the teachers positions

who advocate for technology use in their classrooms. Developed in the later half of the 20th

century, its theory holds interpersonal relationships and care as a virtue, and suggests that caring

is a universal human attribute. This is present in the teachers actions to advocate for the use of

technology in classrooms, as they care about the well-being of their students and the quality of

education they provide them. This theory was originally developed by feminists who argued that

traditional ethical theories were based solely on masculine experience, and that adopting a more

compassionate bases for human interaction is a must (Dunn & Burton, 2016).

Lastly, providers of the technology are basing their positions on Immanual Kant's, duty-

based approach. This approach is part of the non-consequentialist theory, which states that the

intentions of the person making the ethical decision is more concerning than the actual ethical

decision itself. The sole intention of technology providers is to make money. The sellers are

assuming that the education system is a large market, and they want to capitalize on it for

monetary value.

There are four stakeholders that support the use of technology in classrooms, each of
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which have different underlying ethical frameworks that can be connected to their arguments.

There are only two stakeholders that are opposed to the use of technology in the classroom, and

they both use the same ethical framework to support their arguments. Parents and teachers who

are against the use of technology in classrooms use the utilitarian theory. These stakeholders

assume that technology provides more negative effects than positive ones. Parents feel obligated

to protect their children, therefore are going to want to eliminate the use of it where ever needed.

Teachers who opt for this position, have the same view, but with more of an egoistic approach,

due to some teachers viewing this option with personal and financial gain in mind.

Stakeholders have their claims and reasonings to strengthen their positions, but scientific

research and facts are hard to argue with. There is plenty of evidence to provide both factual pros

and cons on these options, and listed next are some of the major disadvantages and disadvantages

of allowing technology in classrooms. Firstly, technology can influence the way children think, it

can impact their attention span, decision making abilities, and alter the way they memorize and

learn new things (Hatch, 2011). Studies have also shown the effects technology has on social

interactions, although these devices improve the ability to communicate, the quality of

communication can impact interpersonal skills, as young children learn social skills through

personal interactions (Laney, 2014).

Children's privacy and safety are more at risk as well, as they are constantly connected to

the Internet, and are often unknowingly allowing predators to gain access to their information

and locations. Lastly, the continual use of technology for entertainment in children has brought a

significant reduction in their physical activities, resulting in a higher risk for obesity and poor

metabolic health (Tammelin, 2009). Knowing the potential hazards of over using technology, do
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the benefits outweighs the possible risks, as technology does provide just as many advantages.

Recent studies show that technology and screen time can help develop and improve

children's abilities to learn and enhance their skills, as modern children have an almost

instinctive talent with using technology. Applications for tablets provide numerous learning tools

ranging from the alphabet to calculus. Hand-eye coordination, visual and spacial capabilities, and

reaction times can be improved through video games and applications that require children to

visually follow objects on the screen. Basic reading and writing skills can mature quicker, as

educational applications involving language development provide children with proper

techniques in word recognition, fluency, vocabulary, and comprehension (Sweetster, Johnson,

Ozdowska, Wyeth, 2011).

Applications are often created in a gaming matter, encouraging children to level up,

requiring them to overcome challenges which could increase their problem solving skills and

motivations to complete tasks. More advanced systems, such as virtual and augmented reality

systems, allow users to become fully immersed in endless environments and scenarios. These

systems could allow for children to manipulate objects within a virtual environment in order to

generate a greater understanding of complex subjects, theories, and concepts. Limited to the

imagination of developers, virtual systems and their environments are at the forefront of

educational tools, but like most technology, they do come at a cost.

While many effects are believed to be temporary, there have been few long-term studies

into the use of virtual reality (Davis, 2016). The first significant danger associated with virtual

reality use is the risk of becoming disconnected from society, where people can lose touch with

reality. According to the American Academy of Neurology (2014), addiction is another major
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issue, as they have found a strong connection between video games and the release of dopamine.

This chemical release is triggered by the sense of accomplishment users get after completing

tasks throughout the game. The amount of dopamine released during a single hour of game play,

is similar to the amounts found after compulsive gamblers and drug addicts get their fixes.

After careful consideration, weighing the advantages and disadvantages, the best would

option be to allow the use of technology in classrooms. There is no debate that technology is

already a large part of our society, and for the educational system to not accept it would be

neglectful. Myself, students, companies who provide technology to schools, and teachers and

parents who are pro-technology all favor the same option, although we all have different

reasonings for this decision. Parents and I share similar views and reasonings, in that we believe

children should become familiar with technology throughout their education, as it providing

cognitive benefits and increasing children's hands on time, which will help prepare them for the

future.

Technology providers choose this option as well, although we have differing reasonings

behind our decisions, as I do not value gaining any financial success from choosing this option,

whereas financial revenue is a large, if not the only, reason why technology providers are for the

use of technology in classrooms. Students reasonings vary from mine as well, as students choose

this option as a form of entertainment and easibility in the classroom, whereas I receive no

personal benefits from this option. Lastly, teachers and I have similar reasonings for our

decisions to choose this option, as I too believe that technology can provide more efficiency and

productivity in the classroom, which will ultimately benefit all of the stakeholders in the end.

Due to the increasing amount of support for this option, having technology in the hands
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of every student in the next few years is feasible. In order for this option to become a reality,

schools must first have the means to acquire technology. In order to benefit all of the

stakeholders who opted for this option, schools should be given the opportunity to purchase

software and hardware at a discounted price, within their budgets, and at a price that the

providers still make a profit. This option will allow for all those involved to get the outcomes

they were expecting and benefit from their decisions.

After obtaining technology, schools must then embrace it, within reason. There has to be

structure involved, specific accesses granted, and regulations put in place in order for this option

to be successful and effective in educational systems. It would be irrational to allow children full

access to technology all day long in school, as students still need guidance and an outlined

curriculum to successfully learn. Technology can never take the place of an actual teacher,

although it is believed that as new technology is introduced, teachers rolls will become more

central, and technology will replace some of the things teachers do, as well as require teachers to

take on more sophisticated duties and responsibilities (Trucano, 2015).

These positions are based on the assumptions that technology does not have any long-

term effects on human development that we are currently unaware of. This is why I recommend

proper limitations onto which devices can or cannot be used, time durations, and age ranges for

specific technologies. As of right now, I believe the benefits outweigh the possible negative

effects over exposure could cause. That is not to say I would not change my position if new

information comes forward, stating that there are more severe health risks related to extended

amount of exposure to certain software and hardware devices.

I due feel a bit biased though, due to the fact that I am a technologically savvy person. I
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believe that all children should have the opportunities to experience hands on learning with

technology, as I am more of a hands on learner myself, which could have helped subconsciously

sway my views on this position. I am also pursuing my degree in computer science, which

reinforces my passion for technology, which is partial for the use of technology in schools. It

would really take an astonishing breakthrough to discourage me to choose the other options

available, as I do have strong beliefs on my stance.

Although, knowing that the majority of this technology that we allow in children's

classrooms is relatively new, and studies have already shown some unnerving effects, it does

make me think and often times question where the future may lead to with this option. I am

neither a psychologist nor a doctor, therefore I can only say within my understanding of both the

positive and negative effects technology causes on developing children. If this were the course of

action, there could possibly be some negative outcomes, ranging anywhere from behavioral

development, poor school performance, lack of physical activity, and whatever long-term effects,

if any, that have yet to be revealed.

Until then, technology use among children in classrooms will flourish as technology has

already been incorporated into thousands of schools across the United States. Students continue

to learn at a quicker rate and are becoming more adaptable to life after school. Children have

instant access to knowledge, relieving them of tedious work, allowing them to focus on more

important tasks. Overall, the most important factor for me is to help children find their passion

for learning, and if this can be achieved through technological devices and a little sacrifice, it is

is well worth the possible risks.

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