Professional ethics professional ethics for technology

Yeaman, Andrew R. J.

doi:10.1007/bf02762537

Cited by 11 publications

(11 citation statements)

References 3 publications

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“…Yeaman (2004) echoed this view by claiming that professional ethics and the misuse of technology by professional technologists "may be a rather neglected topic for research" (p. 16).…”

Section: Abstract: Ethics Instructional Technology Trainingmentioning

confidence: 99%

Tool use in open learning environments: In search of learner-related determinants

Clarebout

Elen

2008

Learning Environ Res

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IntroductionBeliefs about teaching and learning play an important role in transforming classrooms through the use of technology (Ertmer, 1999(Ertmer, , 2005. Additionally, attitudes toward technology can influence teachers' technology uses (Myers & Halpin, 2002;Yildirim, 2000). In order to prepare preservice teachers to use technology effectively, it is necessary to examine their beliefs about learning and teaching and their attitudes toward technology. Teacher educators must act as role models for preservice teachers and prepare them to use technology in their future professional practices. In this paper we report the results of a study that examined teacher educators' beliefs and technology uses in relation to preservice teachers' beliefs and technology attitudes. Ertmer (1999) described two types of barriers to technology integration: first-order barriers and secondorder barriers. First-order barriers are extrinsic to teachers and include lack of access to hardware and software, time, and necessary support. Second-order barriers are intrinsic to teachers and include teachers' belief systems about teaching and learning, as well as their familiar teaching practices, which can affect meaningful technology integration. Since second-order barriers are more ingrained and personal than first-order barriers, they may be harder to overcome. Current literature Niederhauser & Stoddart, 2001; Norm, Grabinger & Duffield, 1999) indicated that teachers who had more constructivist or student-centered beliefs tended to use technology and engage the students in more technology-supported student-centered learning activities, while those who had more traditional or teacher-centered beliefs tended to use less technology and had students use technology to reinforce skills.Some researchers (Cifuentes, 1997;Daniel, 1996; Friel & Carboni, 2000; Hart, 2002) suggested that participation in teacher education programs could influence preservice teachers' beliefs. In teacher education courses, teacher educators create learning environments through specific teaching strategies that allow preservice teachers to experience models of teaching and learning that they might use in their future teaching. Supporting the strategies that teacher educators employ are their underlying beliefs about teaching and learning (Pajares, 1992). Since we may be able to predict teacher educators' teaching practices from their beliefs, and their practices are likely to influence preservice teachers' beliefs, it may be possible to predict preservice teachers' beliefs from teacher educators' beliefs. Thus, one of the research interests in this study was the relationship between teacher educators' beliefs and preservice teachers' beliefs.Besides beliefs, attitudes are thought to serve as predictors of behaviors (Richardson, 2003). Applied to technology use, attitudes toward technology are expected to predict one's uses of technology. According to Aiken (1980), attitudes can be "learned directly by observing the activities of people who are perceived as signific...

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“…Yeaman (2004) echoed this view by claiming that professional ethics and the misuse of technology by professional technologists "may be a rather neglected topic for research" (p. 16).…”

Section: Abstract: Ethics Instructional Technology Trainingmentioning

confidence: 99%

Tool use in open learning environments: In search of learner-related determinants

Clarebout

Elen

2008

Learning Environ Res

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“…This is supported by other scholars and researchers. Literature on ethics (AECT, 2007;Januszewski & Molenda, 2008;Lin, 2007;Maister, 2005;Wang, 2007;Yeaman, 2004b;Yeaman et al, 2008) in one way or another indicates that being ethical is about what a professional does. For example, in discussion of integrity, Maister states a key point that "integrity cannot be judged by what you advocate, only by that which you always do" (Maister, 2005, p. 28).…”

Section: At the Organizational Level 51mentioning

confidence: 99%

“…As instructional technology consulting becomes more popular and important in the fields of education and work places, ethical issues have received more attention than ever before in professional organizations like Association for Educational Communications and Technology (AECT). AECT Professional Ethics Committee has done a tremendous job to increase awareness of professional ethics among AECT members (Yeaman et al, 2008). Scholars (Lin, 2007;Yeaman, 2004aYeaman, , 2004b have called for research in professional ethics to better understand the meaning.…”

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confidence: 99%

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Being Ethical in Instructional Technology Co nsulting

Wang¹

2008

JETDE

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“…While the Code sets the standard for the profession, along with many other pressures to do what is considered right, it also continues to develop. The story of how the Code came about, its current state, and its ongoing refinement is reported in a chapter by Yeaman, Eastmond, and Napper (2008). In particular, it is observed that thinking about professional ethics builds awareness of what our technology does (pp.…”

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confidence: 99%

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Yeaman¹

2010

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Professional ethics professional ethics for technology

Cited by 11 publications

References 3 publications

Tool use in open learning environments: In search of learner-related determinants

Tool use in open learning environments: In search of learner-related determinants

Being Ethical in Instructional Technology Co nsulting

Scenarios Since 2006

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