Embarking on the journey through EDCI 568 has shaped and changed my understanding of technology’s essential role in modern classrooms. Each class and guest speaker has expanded my knowledge and instilled a heightened awareness of the ethical implications of digital tools utilized in educational settings. Reflecting on my experiences, I recognize the importance of a balanced approach to technology and education, where safety, equity, and pedagogy intersect.
One of the most significant revelations during this course has been the role of technology in promoting equity. Technology has the potential to broaden access to educational resources and opportunities. No longer are we confined to the physical limitations of our geographical location; students can tap into a wealth of information and learning experiences at their fingertips. As we dive deeper into this digital world, I have realized the importance of staying vigilant about personal information security.
Throughout our discussions and personal observations, it became apparent that many students still lack awareness of the risks of digital interactions. The casualness with which they sign into apps with their Google accounts or engage with social media highlights a prevalent issue of digital literacy. I am now more mindful of educators’ responsibility to bridge this gap. Just as we teach students about numeracy concepts or literary analysis, we must continually explicitly discuss online safety, privacy concerns, and the implications of their digital footprints. A proactive approach to instilling good practices around data protection and social media use cannot be overlooked.
One important takeaway from EDCI 568 is the challenge of balancing individual learners’ needs with the broader expectations of the education system. Academic policies are often rigid, focusing on compliance and standardization. But as technology becomes more common in classrooms, it’s essential to create flexible, student-centered learning experiences. This means using digital tools to support personalized learning while also considering the system’s limitations on how technology can be applied. For example, while adaptive technologies can support students with specific learning needs, system-wide policies on technology use may not always align with the personalized approaches educators aim to implement. This tension requires educators to advocate for more inclusive policies that prioritize the learner’s needs while respecting the broader framework of educational standards.
Engaging in digital, networked, and open learning also brings forward the need to recognize this new landscape’s rights, responsibilities, and opportunities. As digital citizens, both teachers and students must understand how to interact responsibly and ethically online. This includes maintaining privacy, protecting personal data, and contributing positively to the digital community. One of the opportunities that digital and open learning offers is the ability to share, remix, and build upon existing content, fostering a culture of collaboration and innovation. However, it also means giving credit where it is due and respecting intellectual property, especially when artificial intelligence (AI) generated content makes authorship unclear.
While digital, networked, and open learning offers exciting opportunities for collaboration and innovation, it also brings significant challenges related to data privacy and ethical technology use. As we delved into how schools increasingly gather and use data, I became acutely aware of these practices’ complexity and potential dangers. The collection of student data for various purposes, often without sufficient understanding of its use, raises ethical questions that must be addressed. Teachers, while trying to improve learning through data-driven decisions, might accidentally put student privacy at risk by using third-party platforms that collect their information. This made me rethink the digital tools I use in my teaching and focus on helping students understand their rights and the power dynamics of online interactions.
Dr. Bonnie Stewart’s insights on datafication particularly resonated with me. During her presentation, she discussed how digital tools often operate within frameworks that prioritize data collection, sometimes at the expense of privacy. Stewart pointed out that users might unintentionally give up control of their data to corporations. This critical perspective pushed me to think more deeply about the ethical responsibilities of educators when choosing tech tools for classroom use. Her approach reminded me that it’s not just about incorporating technology for the sake of modernization but rather about critically evaluating the impacts and advocating for transparent practices.
While Stewart’s insights highlighted the ethical challenges of data privacy, another crucial aspect of technology in education emerged through Dr. David Wiley’s discussion on AI-generated content and copyright. He emphasized that AI-generated works do not qualify for copyright protection under current U.S. law, as they lack human authorship. This insight significantly impacted my understanding of authorship and intellectual property in the age of AI. As educators increasingly integrate AI into lesson planning and assessment, it is crucial to recognize that AI-generated content falls into the public domain. This realization challenged me to think about how we teach students to responsibly use AI-generated resources while addressing ethical questions about originality and ownership.
Moreover, this understanding has implications for academic honesty policies within educational systems. As students become more reliant on AI tools for generating content, schools need clear guidelines on how and when AI can be used ethically in academic work. Without clear policies or frameworks, students risk inadvertently committing academic dishonesty by submitting AI-generated content as their own. This realization has made me more aware of the need to develop frameworks that address the responsible use of AI, ensuring that students understand the difference between using AI as a tool for learning and relying on it to produce their work.
EDCI 568 has deepened my commitment to nurturing informed and responsible digital citizens. As I continue on this path, I aim to instill in my students a passion for learning and the skills needed to navigate their digital world with mindfulness and integrity. The course has equipped me to advocate for ethical technology practices in education while emphasizing equity, privacy, and the responsible use of digital tools. My goal is to ensure that my students are prepared to thrive in an increasingly complex digital landscape while safeguarding their rights and fostering a sense of community and respect. Through engaging with guest speakers, discussing ideas with my cohort, and diving into my research, I feel more equipped to move forward with my project. These experiences have given me a solid foundation and the confidence to explore new approaches thoughtfully and responsibly. I am now better prepared to integrate technology into my teaching while being mindful of the ethical implications.
Citations
Stewart, B., Dr. (2025, March 6). Datafication with Bonnie Stewart [Invited Talk]. https://edtechuvic.ca/med/category/edci568/#
Wiley, D. (2025, February 6). David Wiley on Open and AI [Invited Talk]. https://edtechuvic.ca/med/2025/02/06/david-wiley-on-open-and-ai/
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