Embracing ethical engagement in the digital space; A reflection as a preservice teacher.

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As a preservice teacher I find myself grappling with the ever-evolving digital landscape and its implications for education. The question of whether there is an ethical code that we can collectively agree upon when engaging in the digital space has been a source of contemplation for me. In this blog, I will utilise the Gibbs reflective  cycle to explore my journey of understanding and consider what ethical code might look like in the. Furthermore, I will reflect upon how this understanding will shape my role as a future educator in the classroom.

Engaging in the digital space has become an integral part of our lives, blurring the boundaries between physical and virtual realms. The immense potential for learning and connection that the digital world offers is undeniable. However, it is also accompanied by ethical challenges that demand our attention. As I embark on my journey to become a teacher, I realised the need to navigate this space responsibly and in an ethical, sound manner.

Initially, I felt excitement at the possibilities that technology could offer in the classroom. I also felt a sense of foreboding, as children today have almost unlimited access to the world’s knowledge in a way that my generation never experienced. How do we teach this generation of children to become critical thinkers when it comes to the information they read online. They are absorbing vast amounts of information, not all appropriate for their age without the reasoning skills to decide what is true and what is false. I felt a sense of apprehension and concern about the potential risks and ethical dilemmas that could arise.

In evaluating the question of an ethical code for the digital space, I have come to realise that there is indeed a need for shared understanding and agreement on ethical principles. An ethical code in the digital space should encompass several key aspects.

Firstly, it should emphasise the importance of digital citizenship. This entails fostering a culture of respect, empathy and inclusivity online. Students should be encouraged to understand the impact of their digital actions and engage in the meaningful dialogue while valuing diverse perspectives.

Secondly, an ethical code should address online safety and privacy. Educators have a responsibility to educate students about the potential risks with digital engagement and equip them with the necessary skills to protect themselves and their personal information online.

Thirdly, critical thinking and media literacy should be at the core of ethical code. Students need to develop the skills to critically evaluate digital content, discern reliable sources from misinformation, and navigate the vast sea of information effectively. By nurturing these skills, we empower students to become informed decision makers in responsible consumers of digital media.

Lastly, in traducing the concept of a digital footprint. Students must comprehend the lasting impact of their online presence and understand the importance of maintaining a positive digital reputation. Encouraging them to think before posting and engaging respectfully with others online will contribute to a more ethical digital environment.  The Best Practice Framework for Online Safety Education Implementation guide (2023, p.5) highlighted the importance of educating students on what healthy online engagement and relationships online look like.

The notion of an ethical code in the digital space holds immense significance for me as a preservice teacher. It places responsibility upon me to model ethical behaviour and guide my students in navigating the digital realm responsibly. By integrating ethical considerations into my teaching practise, I can foster an environment that promotes critical thinking, empathy and respect in the digital space.

Moreover, embracing an ethical code will require me to continuously reflect on my own digital practises and stay updated on emerging technologies and ethical dilemmas. This constant self-reflection will allow me to grow as an educator and support my students in developing the necessary skills to engage ethically in the digital space.

In conclusion, the question of whether there is an ethical code when engaging in the digital space is crucial to reflect upon as preservice teachers like myself. Through the process of reflection and evaluation, I have come to understand the significance of an ethical code that encompasses digital citizenships; online safety, critical thinking, and digital footprints. Embracing this code will shape my role as a future educator, guiding me to foster safe, inclusive, and ethical digital environment for my students. By equipping them with the necessary skills and knowledge I can empower them to navigate digital spaces responsibly and ethically, making positive impacts both online and offline.

Gibbs. (n.d.). Gibbs Reflective cycle. https://www.ed.ac.uk/reflection/reflectors-toolkit/reflecting-on-experience/gibbs-reflective-cycle

eSafety Commissioner. (n.d.). Best Practice Framework for Online Safety Education Implementation guide. https://www.esafety.gov.au/sites/default/files/2021-07/BPF%20-%20Implementation%20guide.pdf