Technology Ethics: An Introduction
Published on Apr 06, 2020
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PRESENTATION OUTLINE
Overview
- Framing Tech Ethics
- Tech Ethics in Public Ed
- A Data-Driven Breakaway
- An Essential Action Step
- Post-Presentation Eval and Conclusion
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Give us one app you love, and one you really regret having loved.
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Framing Tech Ethics
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Untitled Slide
This piece, re-popularized by Adam Alter's Irresistible, suggested there may now be new ways to think about the Digital Divide.
The DD is no longer merely who does and does not have access to technology at home; rather, it is about what sorts of tech exposure young people have at home and in the classroom.
This includes the degree to which they are taught to take active roles in the ways they integrate technology into their lives.
The DD is no longer merely who does and does not have access to technology at home; rather, it is about what sorts of tech exposure young people have at home and in the classroom.
This includes the degree to which they are taught to take active roles in the ways they integrate technology into their lives.
Technology Ethics
Developing optimal relationships with technology to promote well being
In 2016 Tristan Harris became well known as a Design Ethicist, after giving a TED Talk on the Attention Economy. Then he grew his impact in the private sector through Time Well Spent.
Review https://humanetech.com/ with the presentation group as time allows.
Examples of tech ethicist's impact (sourced from humanetech.com):
These should be opened to discussion and consideration for our educators and our students alike. Important tech nudges include:
1. Turn off all notifications, except from people;
2. Tools only for the home-screen;
4. Go grey-scale;
5. Charge your device outside your bedroom;
6. Audio-notes to keep it human, etc.
Review https://humanetech.com/ with the presentation group as time allows.
Examples of tech ethicist's impact (sourced from humanetech.com):
These should be opened to discussion and consideration for our educators and our students alike. Important tech nudges include:
1. Turn off all notifications, except from people;
2. Tools only for the home-screen;
4. Go grey-scale;
5. Charge your device outside your bedroom;
6. Audio-notes to keep it human, etc.
Photo by Mat Reding
Tech Ethics in Public Ed
Why Does it Matter?
The essential question for technology in education must be this:
Are the technologies we are putting in front of our students not only accomplishing a task, but are they promoting the long term well-being of the learner across cognitive, psychological, and informational dimensions?
Are the technologies we are putting in front of our students not only accomplishing a task, but are they promoting the long term well-being of the learner across cognitive, psychological, and informational dimensions?
Photo by Mat Reding
The Empty Glass
Thought Experiment
M. Rich is a Harvard professor of pediatrics and practices Adolescent Medicine at Boston Children’s Hospital.
He founded Center on Media and Child Health (CMCH): the first evidence-based medical program addressing physical, mental and social health issues associated with digital technology.
He suggests the following:
"Thinking of their day as an empty glass, they should fill it
with the essentials; enough sleep to grow and avoid
getting sick, school, time to spend outdoors, play,
socialize, do homework, and to sit down for one meal a
day together as a family. Once these activities are totaled,
remaining time can be used for other experiences that
interest the child, such as the activity in question
(Minecraft, Fortnite etc.)”
We must run the Empty Glass thought experiment through the lens of our classroom practices, as well: What is essential? What technologies are aiding in that? What technologies are excess?
He founded Center on Media and Child Health (CMCH): the first evidence-based medical program addressing physical, mental and social health issues associated with digital technology.
He suggests the following:
"Thinking of their day as an empty glass, they should fill it
with the essentials; enough sleep to grow and avoid
getting sick, school, time to spend outdoors, play,
socialize, do homework, and to sit down for one meal a
day together as a family. Once these activities are totaled,
remaining time can be used for other experiences that
interest the child, such as the activity in question
(Minecraft, Fortnite etc.)”
We must run the Empty Glass thought experiment through the lens of our classroom practices, as well: What is essential? What technologies are aiding in that? What technologies are excess?
Photo by Rosmarie Voegtli
Reviewing Cognitive,
Psychological, and Informational Dimensions
The essential question for technology in education must be this:
In what ways do my current technology policies or practices enhance or detract from the welfare of the learner across cognitive, psychological, and informational dimensions?
In what ways do my current technology policies or practices enhance or detract from the welfare of the learner across cognitive, psychological, and informational dimensions?
Photo by Mat Reding
5 and 7
Cognition: How does a student's tech use outside the classroom influence her tech use within it?
Victoria Rideout and Michael Robb, 2019: US Teens spend more than seven hours a day on screen media for entertainment;
Tweens spend more than 5;
This does not include required time for academics in school or at home.
Additionally,
Peer-reviewed:
Ward, Duke, Gneezy, and Bos, 2017. Journal of the Association for Consumer Research
The goal is not to prevent teens from using technology or media; rather, it is to foster an environment where they are self-reflective over the media they use.
"The presence of a smartphone, even when off, can reduce cognitive capacity by taxing the attentional resources that reside at the core of both working memory capacity and fluid intelligence." (Ward, Duke, Gneezy, & Bos, 2017)
Victoria Rideout and Michael Robb, 2019: US Teens spend more than seven hours a day on screen media for entertainment;
Tweens spend more than 5;
This does not include required time for academics in school or at home.
Additionally,
Peer-reviewed:
Ward, Duke, Gneezy, and Bos, 2017. Journal of the Association for Consumer Research
The goal is not to prevent teens from using technology or media; rather, it is to foster an environment where they are self-reflective over the media they use.
"The presence of a smartphone, even when off, can reduce cognitive capacity by taxing the attentional resources that reside at the core of both working memory capacity and fluid intelligence." (Ward, Duke, Gneezy, & Bos, 2017)
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"Snapchat dysmorphia"
Psychology: As educational leaders, we must ask the question: what mechanisms do we have in place as an institution to promote student well-being in light of this and other similar concerns?
Snapchat dysmorphia: Vice, 2018 piece/Washington Post piece:
These are patients who "are desperate to resemble their doctored selfies;
50% of teens feel addicted to their mobile devices (Lake Research Partners, CSM).
Snapchat dysmorphia: Vice, 2018 piece/Washington Post piece:
These are patients who "are desperate to resemble their doctored selfies;
50% of teens feel addicted to their mobile devices (Lake Research Partners, CSM).
Photo by Priscilla Du Preez
Radicalization Pipeline
Information:
Radicalization Pipline:
In a 2019 review of over two million Youtube recommendations, the algorithm consistently recommended more extreme, fringe videos to people who started out looking at slightly political videos.
Ribeiro, Ottoni, West, Almeida, and Meira, 2019. Computers and Society
In a study measuring the speed of false news vs. true news, false news spread six times faster. This is because falsehoods are 70% more likely to be retweeted than the truth (humanetech.com)
Peer Reviewed: Murphy, Loftus, Grady, Levine, and Greene, 2019. Psychological Science: 88% of individuals are less likely to identify a story as false when it corresponds with their beliefs.
Radicalization Pipline:
In a 2019 review of over two million Youtube recommendations, the algorithm consistently recommended more extreme, fringe videos to people who started out looking at slightly political videos.
Ribeiro, Ottoni, West, Almeida, and Meira, 2019. Computers and Society
In a study measuring the speed of false news vs. true news, false news spread six times faster. This is because falsehoods are 70% more likely to be retweeted than the truth (humanetech.com)
Peer Reviewed: Murphy, Loftus, Grady, Levine, and Greene, 2019. Psychological Science: 88% of individuals are less likely to identify a story as false when it corresponds with their beliefs.
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Data-Driven Breakaway
Take the Survey
Discuss the Results
Offer your Insights
Take the poll:
http://www.polljunkie.com/poll/rsnric/technology-ethics
View Results:
http://www.polljunkie.com/poll/zydfzn/technology-ethics/view
Admin Page (for revision analysis):
http://www.polljunkie.com/poll/jzfpam/technology-ethics/admin
http://www.polljunkie.com/poll/jzfpam/technology-ethics/admin/edit
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http://www.polljunkie.com/poll/rsnric/technology-ethics
View Results:
http://www.polljunkie.com/poll/zydfzn/technology-ethics/view
Admin Page (for revision analysis):
http://www.polljunkie.com/poll/jzfpam/technology-ethics/admin
http://www.polljunkie.com/poll/jzfpam/technology-ethics/admin/edit
http://www.polljunkie.com/poll/rsnric/technology-ethics/clone
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The technology practices in my department...
- promote knowledge deepening and knowledge creation.
- promote the identification of cognitive biases and misconceptions.
- promote emotional stability.
- safeguard against technology addiction.
Data-Driven Breakaway
- What do you make of these results?
- Which of these data were most surprising to you, and why?
- Which were most interesting to you?
- After reviewing these question items, what next steps do you think might be useful for your team or building?
Take the poll:
http://www.polljunkie.com/poll/rsnric/technology-ethics
View Results:
http://www.polljunkie.com/poll/zydfzn/technology-ethics/view
Admin Page (for revision analysis):
http://www.polljunkie.com/poll/jzfpam/technology-ethics/admin
http://www.polljunkie.com/poll/jzfpam/technology-ethics/admin/edit
http://www.polljunkie.com/poll/rsnric/technology-ethics/clone
http://www.polljunkie.com/poll/rsnric/technology-ethics
View Results:
http://www.polljunkie.com/poll/zydfzn/technology-ethics/view
Admin Page (for revision analysis):
http://www.polljunkie.com/poll/jzfpam/technology-ethics/admin
http://www.polljunkie.com/poll/jzfpam/technology-ethics/admin/edit
http://www.polljunkie.com/poll/rsnric/technology-ethics/clone
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It is about putting our values, not our impulses first.
(Yes, I'm aware we're Zooming right now.)
Source: T. Harris, TED
The value of tech in and outside education is significant and should be acknowledge:
Certainly, the most timely example is the value of tech in response to Covid-19.
Without tech, our students and educators would be at a major disadvantage.
It is exactly because tech is so valuable that we must use it so reflectively and judiciously.
The value of tech in and outside education is significant and should be acknowledge:
Certainly, the most timely example is the value of tech in response to Covid-19.
Without tech, our students and educators would be at a major disadvantage.
It is exactly because tech is so valuable that we must use it so reflectively and judiciously.
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What Now?
The Action Step
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How can this conversation shape your practice?
Create Your Own Tech Hierarchy
AS A TEAM OR DEPARTMENT:
Tech is neither evil nor good; it is an accelerant.
Technology Hierarchy:
What technologies do you use in your room on a regular basis?
Which one's would you deem as essential? Are there any that strike you as less than beneficial for students in the long-term?
Take these conversations back to your department or team for reflection and potential revision to pracitce.
Tech is neither evil nor good; it is an accelerant.
Technology Hierarchy:
What technologies do you use in your room on a regular basis?
Which one's would you deem as essential? Are there any that strike you as less than beneficial for students in the long-term?
Take these conversations back to your department or team for reflection and potential revision to pracitce.
Photo by Mat Reding
Thanks for your time.
In the classroom:
"Does this tech tool capture the attention of my students" versus "Is there evidence this tool promotes sustained learning (or deep learning) and critical thinking/inquiry?
What conversations are you having as a team or department about evidence surrounding the tech you employ?
"Does this tech tool capture the attention of my students" versus "Is there evidence this tool promotes sustained learning (or deep learning) and critical thinking/inquiry?
What conversations are you having as a team or department about evidence surrounding the tech you employ?
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Further Questions
Post-Presentation Survey
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