Student Exercise:
Much has changed between the years 2000 and 2026 and beyond. Using technology is now common place, it was not so in 2000. When we use something normally we have a purpose: get homework done, send an invite to a party etc. Do we only act in our own interests, do we worry about having negative effects on others via our actions, with something new how do we know what consequences might flow from misuse?
- Ask students to research and construct a table with three columns. Column 1 Technology available 2000, Column2 Technology available in 2026, Column 3 what can you do digitally now you could not do in 2000.
- Let’s use a simple good/bad consequences of an action. e.g. be able to send emails to many people. Ask students to select 2 or 3 new pieces of technology and consider the possible good and bad actions. Ask why do you think some actions might be bad? Could be a group report to class activity
(note: if you use tech here what you want is to be able to display all ideas without forum hirearchies so the class can easily get an overview. Google Forms, make your own, is simple, needs a gmail teacher account, can see all responses.)
Three further simple examples to consider.
- If you drop your wallet or purse what would expect the finder to do?
- If you left your unlocked smart phone on your desk what would expect somebody that notices this do?
- If someone invited you to participate in an online bullying session of a new student. How would you feel if you were the bullied student?
Introducing the refined Methodology
Step 1: Identify the people involved, their interests and the facts of the situation.
Step 2: Examine the situation from each person’s point of view.
Step 3: Compare viewpoints and identify any conflicting ethical principles.
Step 4: Compare the digital situation with a similar real-world situation.
Step 5: Construct an open scenario in which the different viewpoints can be explored.
Step 6: Decide on a course of action, justify it and reflect on the decision.
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