Computer Ethics and Access in the Information Age

Indeed, the explosive growth of the Internet and its widespread use in today’s schools and classrooms, “raises many issues regarding security, privacy, and ethics” (Shelly, Gunter, & Gunter, 2010, p. 491). These concerns have often resulted in “blocking” access to numerous online resources in many of our public and private educational institutions.

One of the major areas—which usually results in this type of restriction (blocking)—is objectionable material on the internet that is characterized an unethical. To further examine this dilemma, one should understand what ethic is and how it applies to the computer technology. Shelly et al. (2010) define ethics as “The standards that determine whether an action is good or bad” (p. 484). In this regard, computer ethics are defines as “the moral guidelines that govern the use of computers, networks, and information systems” (Shelly et al., 2010, p. 484).

Indeed, most tools and resources which we depend on and use on a daily basis have dual usage. For example, my car which I totally depend on to transport me from one location to another may also result in killing me; however, this possible outcome should not result in preventing me from driving. Of course, my experience, driving skills, and maturity level should minimize such a negative outcome. Comparatively, it is important to note that the Internet and in general “educational technologies are tools, and their effectiveness is determined by the knowledge, skill, experience, level of training, and ethics of the user” (Shelly et al., 2010, p. 503). And so, computer technology is not different from any other resources we utilize on a daily basis.

Similarly, such possible Internet’s negative impacts should not result in preventing access to some of its resources. After all, one does not (and should not) prevent others from using and manufacturing knives because they may also be used to kill people. In this regard, it is indeed more unethical to allow threats to students and schools to result in denying access to instructionally-relevant Web-based tools and contents.

Indeed, there are information and resources in the Internet which may be harmful to k-12 students—based on the standards set by the society and its legal representatives. In this regard, restricting—not blocking—access to some sites (or parts of) may be beneficial. Moreover, using filtering software (at schools) and providing teacher observation (in classrooms)—as pointed out by Shelly et al. (2010)—may be a more particle solution and policy.

However, blocking access to online resources which may also have objectionable materials is both impractical and unethical. In addition, it may be constituted as selecting the easiest solution for the decision maker(s) who may have not understood the value of resources which has been lost as the result. In such cases, one may ask, wouldn’t such decisions minimize learning outcomes—given that maximizing of which is an important aspect of any educational institution’s mission?

Reference

Shelly, G. B., Gunter, G. A., Gunter, R. E. (2010). Integrating technology and digital media in the classroom. (6th ed.). Boston: Course Technology.