Introduction
The application of technology in classrooms is a contentious issue. Policymakers advocated for the inclusion of information technology devices in classrooms in the hope that they will facilitate instructional use, which would result in the achievement of critical goals (Teräs et al., 2020). It is vital to note that legal concerns have arisen as a result of the decision to update classrooms. For instance, the argument that student participation in the academic process has suffered following the inclusion of digital platforms is prevalent. In addition, the belief that the learners’ ability to engage in critical thinking has declined is on the rise. Despite these challenges, a different school of thought contends that the teaching process has improved following the inclusion of technological advancements in learning (Hero, 2020). It is vital to evaluate the legal implications, parental views, and ethical pitfalls associated with the inclusion of technology in the curriculum to understand its impact on children in schools.
Legal Implications of Technology in Education
Technology has revolutionized education across the globe. Its use in the sector has grown immensely in the last few years. In the U.S., approximately 88% and 83% of eighth-grade and fourth-grade students respectively reported using computers at home (Alhumaid, 2019). Despite technology’s increasing popularity, there are some legal implications to consider. For instance, digital technology poses a significant risk to children’s well-being and safety by compounding the threats they encounter offline. It is vital to note that in the absence of a legal framework designed to protect children’s rights online, innocent individuals could be prone to abuse. Another legal concern is the fact that technology serves to deepen the rift between rich and poor students. Individuals incapable of accessing the latest technology are disadvantaged. In essence, the playing field is seldom level when factors such as access to the internet and efficient hardware are contextualized. It is a legal challenge to guarantee equity and equality to all learners in scenarios where variations in socio-economic status result in differences in the quality of education provided.
Parental and Educators’ Views
The application of modern and advanced equipment in education has been somewhat controversial. On the one hand, arguments against the use of technology include the belief that it is incapable of preparing young children for the challenges in school (Dong et al., 2020). On the other hand, supporters believe that specific gadgets can help learners understand abstract concepts as well as help them develop collaborative learning skills (Dong et al., 2020). Parents and educators have often held varying views on the legal implications of including technology in the school curriculum. A study by Dong et al. (2020) demonstrated that while parents agreed that children are exposed to several threats, the benefits outweighed the risks. Vaiopoulou et al. (2021) posit that parents are willing to expose their children to technology because they believe it offers value and helps make education pleasurable. Educators have demonstrated some reservations about technology due to the variety of safety issues involved. However, when allowed to assess and evaluate the benefits associated with a set of devices, most teachers support the inclusion of designed programs and tools in the classroom.
Ethical Decision-Making
The utilitarian approach to ethics in the U.S. is largely based on interests. Therefore, regulatory policies on issues such as privacy and data protection in classrooms are influenced by multinational corporations that are keen on protecting their businesses (Parsons, 2021). Educational leaders often face ethical challenges when making decisions regarding the extent to which technology should influence learners. For instance, if a student fails to complete an assignment because they were deeply immersed in an audio-visual task that required visiting a museum and taking pictures, should they be punished? In addition, to what degree should technology be allowed to influence a student’s autonomy? Devices such as smartphones are becoming an integral part of the learning experience. Should the extended use of learning aids be considered undue influence?
The interpretation of the ethical issues arising from the use of technology is largely context-based. There are several factors to consider when making decisions. For instance, does the use of technology amount to cheating? It is becoming increasingly difficult to distinguish between a student’s abilities and technological input (Raja & Nagasubramani, 2018). While technology offers numerous advantages to learners, educational leaders are often faced with difficult ethical challenges when making decisions in the classroom.
Conclusion
The inclusion of technology in education is a matter of intense debate. One of the reasons is the fact that there are various legal implications to consider. These include the increased risk of threats and the lack of equity in learning. While parents and educators are concerned about the potential risks, they are willing to allow students to benefit from effective learning strategies. It is also worth noting that the inclusion of technology in classrooms presents significant ethical challenges concerning decision-making. Even though the application of technological advances in education faces challenges, there are numerous benefits associated with the practice.
References
Alhumaid, K. (2019). Four ways technology has negatively changed education. Journal of Educational and Social Research, 9(4), 10–20. Web.
Dong, C., Cao, S., & Li, H. (2020). Young children’s online learning during COVID-19 pandemic: Chinese parents’ beliefs and attitudes. Children and Youth Services Review, 118, 1–9.
Hero, J. (2020). The impact of technology integration in teaching performance. International Journal of Sciences: Basic and Applied Research, 48(1), 101–114. Web.
Parsons, T. D. (2021). Ethics and educational technologies. Educational Technology Research and Development, 69(1), 335–338.
Raja, R., & Nagasubramani, P. C. (2018). Impact of modern technology in education. Journal of Applied and Advanced Research, 3(1), S33–S35.
Teräs, M., Suoranta, J., Teräs, H., & Curcher, M. (2020). Post-Covid-19 education and education technology ‘solutionism’: A seller’s market.Postdigital Science and Education, 2(3), 863–878.
Vaiopoulou, J., Papadakis, S., Sifaki, E., Stamovlasis, D., & Kalogiannakis, M. (2021). Parents’ perceptions of educational apps use for kindergarten children: Development and validation of a new instrument (peau-p) and exploration of parents’ profiles. Behavioral Sciences, 11(6), 1–17.