Activity
4: Legal and Ethical contexts in my digital practice.
Using
Rolfe et al’s (2001) Reflective Model I will address an ethical and digital
dilemma that I have witnessed and been a part of.
With
the ever-evolving increase of digital technology in the 21st century
classroom brings new legal and ethical challenges for teachers. As professional
educators we are required and expected to make crucial decisions
instantaneously. Which often leads to ethical, legal and moral obligations
being adhered to. Not to mention doing what you think is right at the time to
support, care and protect our akonga. As stated in Our Code of Standards
“showing integrity by acting in ways that are fair, ethical and just” (Ministry
of Education, 2015). This however requires at times negotiating sensible,
careful and precise steps to follow. As we not only deal with here and now, our
actions too have impacts.
Step 1: What?
My
ethical dilemma consists of two parts. The first being a fight breaking out and
other students filming it, then putting it on social media for others to view
and comment. Being a serious incident, the Heads of Houses and DP’s were
dealing with the situation and had tried to contact home. This student came to
class after lunch and after speaking with him to make sure he was all right I
sent him to the nurse to be checked as a precaution and councillor for support.
When I phoned home later that day to see how the student was mum was furious
and wanted to know why I the classroom teacher had not contacted home sooner
straight after the incident. I told her that I did not have all the details or
actually saw the fight and her son told me he was ok, so I sent him to the
professionals who could ascertain this properly. I also knew that management had
a better idea of what actually happened and could explain it along with the
consequences and actions taken by the school. Which I thought after hearing
from a deputy principal mum would be reassured that the school did everything
we possibly could at the time. Well that was further from the truth as I come
to my second part of my dilemma. The parent whom I spoke to started putting
inappropriate comments on social media how teachers did not do enough by not
informing her straight away. How we as a school accept this behaviour and
support the bullies and so on…. Other parents, students and the community were
able to comment and form opinions without knowing the exact process that had
been followed. This certainly hurt me as the classroom teacher as well as
seeing negative comments written knowing there was nothing I could do further.
“We understand that families and whanau and the wider community trust us to
guide their children and young people on their learning journey and to keep
them safe. By acting with integrity and professionalism in all that we do, we
maintain this trust and confidence” (Ministry of Education, 2017).
Step 2: So What?
Enrich
(2011) provides a clear analytical model to follow and help solve issues. The
following forces are at play….
Professional Ethics:
Registered
teachers are governed by the Professional Responsibility and Standard for the
Teaching profession – (Our Code, Our Standards. NZ Educational Council).
The
Code of Ethics document formulated by the Ministry of Education (2017), states
we are helping to “prepare them for their future p.6.”
Organisational Culture:
As
a large high school it is vitally important to maintain a high standard and
deal with issues immediately as they arise. Our school wide programme PB4L
(Positive Behaviour for Learning) supports students to become positive,
responsible citizens. As a BYOD school students are encouraged to use
technology appropriately to enhance their learning and not abuse that right
digitally.
Legal Issues and Policies:
The
school has guidelines and policies regarding fighting and the use of
electronical devices. Students sign an agreement and are explained prior to
enrolling at our school about appropriate behaviour and the use of devices
along with legal ramifications. These policies and procedures are very
important for safety and the wellbeing of students and need to be updated and
revised regularly.
Step 3: Now What?
Going
forward the key principals here are consistency, communication, commitment and
consequences. Students and teachers need to understand expectations that have a
clear and precise set of guidelines to follow and adhere to. All parties
involved need to reflect moving forward and learn from their mistakes.
As
Ehrich et Al’s pp82-183 points to consider with special focus and emphasis on
school structure to reduce harm to others and how individual teachers
articulate their personal and or professional ethics provide good clear
guidelines to reduce further problems.
·
Classroom
routines are set up and established from the start with clear rules and
guidelines.
·
Develop
a positive use of using Social Media in the classroom through student voice.
·
Build
relationships with whānau by sharing and working collaboratively together.
·
Encourage
informal and formal meetings with all to support the well-being of the child.
·
Continue
to value each other’s culture, beliefs, heritage and
·
Maintain
open communications with whanau.
References:
Education
Council. (2017). Our Code Our Standards. Retrieved from
Ehrich,
L. C., Kiimber, M., MIIIwater, J. & Cranston, N (2011) Ethical Dilemnas:a
model to understand teacher practice, Teachers and Teaching: theory and
practice 17:2, 173-185, DOI: 10.1080/13540602.2011.539794
Ministry
of Education. (2015). DIGITAL TECHNOLOGY Safe and responsible use in schools.
Wellington: New Zealand: Author. Retrieved from https://education.govt.nz/assets/Documents/School/Managing-and-supporting-students/DigitalTechnologySafeAndResponsibleUseInSchs.pdf
Rolfe’s
model of reflection image (2001). Retrieved from
https://www.google.co.nz/search?q=role+et+al+s+reflective+framework+2001&source=lnms&tbm=isch&sa=X&ved=0ahUKEwjViM3dvPHeAhUIEnIKHQDCDr4Q_AUIDigB&biw=1366&bih=651#imgrc=UsLUvWDY3rg5HM:
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