Legal and ethical contexts in my digital practice
What - A Year 4 student was not using his device in an acceptable manner. This included sending
profanity laden emails to addresses that he believed belonged to celebrities. Then interacting with
people with questionable screen-names such as “Sloppy Seconds” on Twitter. He said they were friends
and he met them regularly at the local mall. These interactions were happening outside of school hours
but the accounts were created using a school email address.
profanity laden emails to addresses that he believed belonged to celebrities. Then interacting with
people with questionable screen-names such as “Sloppy Seconds” on Twitter. He said they were friends
and he met them regularly at the local mall. These interactions were happening outside of school hours
but the accounts were created using a school email address.
So What - Using Hall (2001):
1.What is the problem? The boy interacting on social platforms in an inappropriate way (when
underage to use them).
2.Who are the main stakeholders with interests in the problem, and what are their interests?
underage to use them).
2.Who are the main stakeholders with interests in the problem, and what are their interests?
The boy - his safety and ability to be ‘Cybersmart’
The parents of the boy - ensuring he is safe
The school - teaching about being ‘Cybersmart’ and informing parents as they may be unaware
Other students - to ensure they are not following his lead
The community - need to see the school is being proactive about this
3.Which stakeholder should be given priority? Why?
The boy - due to the fact we are concerned about his safety and his ‘Cybersmarts’.
4.What restrictions are there to your actions?
The law detailing age restrictions for social platforms, the school policies and our obligation to the
student.
student.
5.Which courses of action are possible?
Talk to the student and parents
Report interactions to Twitter
Deactivate accounts
Stop use of digital technology by this student
Re-teach ‘Cybersmart’
Use the boy as an example to other students
6.Can you identify precedent cases that are similar to this one?
This was the first case I had faced in my class, and the first that had been faced within the school,
so there was no precedent to follow.
so there was no precedent to follow.
7.Which courses of action are least acceptable? Why?
Using the child as an example to others - this is tantamount to public shaming. Our job is to teach the
boy about being safe and appropriate online interaction.
boy about being safe and appropriate online interaction.
Deactivating all accounts - as the class works on 1:1 devices deactivating all accounts would severely
limit the ability for the student to participate in the class programme.
limit the ability for the student to participate in the class programme.
Reporting the interactions to Twitter - This would have no effect on keeping the boy safe, and would not
affect how Twitter works.
affect how Twitter works.
8.Which course of action will you follow? Why?
A combination:-
Talking with the student and parents.
Deactivating his email account (while keeping Google Drive active) as he used his email account to
sign-up to Twitter and to send offensive emails.
sign-up to Twitter and to send offensive emails.
Teaching of ‘Cybersmart’ to the class
9.How should the course of action be implemented?
Evidence of online interactions used when the Principal meets with the boy and his parents and talks
about being cybersmart, staying safe online and how to monitor his online behaviour. Cybersmart
programme is taught to all students. Email account is deactivated.
about being cybersmart, staying safe online and how to monitor his online behaviour. Cybersmart
programme is taught to all students. Email account is deactivated.
10.What does this incident teach about ethical decision-making?
That it is always good to think through all aspects and approach situations in a thoughtful and careful
manner, that holds the concerns of the stakeholders as paramount.
manner, that holds the concerns of the stakeholders as paramount.
Now What - Relevance to the Code of Professional Responsibility and Standards for the Teaching
Profession.
Profession.
COMMITMENT TO TEACHING PROFESSION Providing cybersmart programme, Relationship with
other staff, Integrity
other staff, Integrity
COMMITMENT TO LEARNERS Keeping the boy safe online and helping his parents do this, Having a
suitable relationship with the learner, Considering family and culture when approaching this situation,
Keeping the boy’s ‘Drive’ active so he can participate in the class programme, Being Fair
suitable relationship with the learner, Considering family and culture when approaching this situation,
Keeping the boy’s ‘Drive’ active so he can participate in the class programme, Being Fair
COMMITMENT TO FAMILIES AND WHANAU Having the family involved, Supporting the family to help
with safe use of device.
COMMITMENT TO SOCIETY Teaching the student about ‘Cybersmart’ will positively impact on society.with safe use of device.
References:
Rolfe et al.’s (2001) reflective model, https://my.cumbria.ac.uk/media/MyCumbria/Documents/ReflectiveModelRolfe.pdf
What ought I to do, all things considered? An approach to the exploration of ethical problems by teachers. Alan Hall, University of Waikato
