Ethics in a Digital World: Guiding Students Through Society’s Biggest Questions

Ethics in a Digital World

Guiding Students Through Society’s Biggest Questions

Kristen Mattson

© 2021 International Society for Technology in Education

World rights reserved. No part of this book may be reproduced or transmitted in any form or by any means—electronic, mechanical, photocopying, recording, or by any information storage or retrieval system—without prior written permission from the publisher. Contact Permissions Editor: iste.org/about/permissions-and-reprints; permissions@iste.org; fax: 1.541.302.3780.

Acquisitions and Developmental Editor: Valerie Witte

Copy Editor: Lisa Hein

Proofreader: Linda Laflamme

Indexer: Valerie Haynes Perry

Book Design and Production: Mayfly Design

Cover Design: Beth DeWilde

Library of Congress Cataloging-in-Publication Data

Names: Mattson, Kristen, author.

Title: Ethics in a digital world : guiding students through society’s biggest questions / Kristen Mattson.

Description: First edition. | Portland, OR : International Society for Technology in Education, [2021] | Includes bibliographical references and index.

Identifiers: LCCN 2020056235 (print) | LCCN 2020056236 (ebook) | ISBN 9781564849014 (paperback) | ISBN 9781564848987 (epub) | ISBN 9781564848994 (mobi) | ISBN 9781564849007 (pdf)

Subjects: LCSH: Internet—Moral and ethical aspects. | Internet—Social aspects. | Internet in education.

Classification: LCC TK5105.878 .M38 2021 (print) | LCC TK5105.878 (ebook) | DDC 175—dc23

LC record available at https://lccn.loc.gov/2020056235

LC ebook record available at https://lccn.loc.gov/2020056236

First Edition

ISBN: 978-1-56484-901-4

Ebook version available

Printed in the United States of America

ISTE® is a registered trademark of the International Society for Technology in Education.

About ISTE

The International Society for Technology in Education (ISTE) is a nonprofit organization that works with the global education community to accelerate the use of technology to solve tough problems and inspire innovation. Our worldwide network believes in the potential technology holds to transform teaching and learning.

ISTE sets a bold vision for education transformation through the ISTE Standards, a framework for students, educators, administrators, coaches and computer science educators to rethink education and create innovative learning environments. ISTE hosts the annual ISTE Conference & Expo, one of the world’s most influential edtech events. The organization’s professional learning offerings include online courses, professional networks, year-round academies, peer-reviewed journals and other publications. ISTE is also the leading publisher of books focused on technology in education. For more information or to become an ISTE member, visit iste.org. Subscribe to ISTE’s YouTube channel and connect with ISTE on Twitter, Facebook and LinkedIn.

Related ISTE Titles

Digital Citizenship in Action: Empowering Students to Engage in Online Communities

By Kristen Mattson

iste.org/DigCitAction

The Digital Citizenship Handbook for School Leaders: Fostering Positive Interactions Online

By Mike Ribble and Marty Park

iste.org/DigCitforLeaders

To see all books available from ISTE, please visit iste.org/books

About the Author

Dr. Kristen Mattson is a wife, mother of three, former English teacher, and school librarian. She is currently an adjunct professor and consultant. She partners with educators in all content areas to integrate digital literacy, research skills, creation, and innovation in the classroom.

Kristen holds a bachelor’s degree in education and a master’s degree in instructional design and technology, and she earned her doctoral degree in curriculum and instruction leadership from Northern Illinois University in 2016 after conducting a critical discourse analysis on secondary digital citizenship curriculum.

Acknowledgments

I want to thank several individuals who have been instrumental in making this book possible:

▪   The team at ISTE, including editor Valerie Witte, who saw promise in this work even when I was feeling less than confident about it.

▪   My graduate students at the University of Illinois who continue to push my thinking even when I am supposed to be pushing theirs.

▪   My fabulous friends in education, including (but not limited to!) Nancy Watson, LeeAnn Lindsey, and Adam Dyche, who are always willing to ideate with me, read drafts of my work, and offer constructive feedback when I need it.

▪   My husband, children, and parents. Your unwavering support is the reason I can continue to do what I love. Thank you for that gift.

My biggest debt of gratitude is to the educators featured throughout the book. Thank you for trusting me to write and share your stories. Thank you for the work you do day in and day out as forward-thinking educators, willing to embrace the messy and unpredictable to help students succeed.

Publisher’s acknowledgments

ISTE gratefully acknowledges the contributions of the following:

ISTE Standards reviewers

Marcie Hebert

Billy Krakower

Tara Schneider

Manuscript reviewers

Nancy Watson

Vanessa Monterosa

Dedication

For my mom, who claims to be allergic to learning and probably won’t read beyond this page. Love you!

Contents

About ISTE

About the Author

Foreword

Introduction

What Is in This Book

Who This Book Is for

Ethics in the Curriculum

Frameworks to Situate Digital Ethics Amongst Other Ethical Questions

Why Engage Students in Conversations of Tech Ethics?

Tips for Successful Discussions

Access to Information: Is It Time to Better Regulate the Internet?

Building Background Knowledge

Breaking Down the Arguments

Curricular Connections

rivacy in the Digital Age: How Much Are You Willing to Give Up?

Building Background Knowledge

Breaking Down the Arguments

Curricular Connections

Human Bias: Can Artificial Intelligence Help Diminish Human Bias in Decision-making?

Building Background Knowledge

Artificial Intelligence in Decision-making

Breaking Down the Arguments

Curricular Connections

The Future of Work: Is Innovation Helpful or Harmful?

Building Background Knowledge

Breaking Down the Arguments

Curricular Connections

Technology and Mental Health: Cause or Cure?

Building Background Knowledge

Breaking Down the Arguments

Curricular Connections

Social Media and Society: Flashlight or Flame?

Building Background Knowledge

Breaking Down the Arguments

Curricular Connections

Conclusion and Call to Action

References

Index

Foreword

How can we empower students to build a better tech future? It certainly won’t happen with a reactive list of digital don’ts.

What has impressed me about the work of Dr. Kristen Mattson is her approach to digital citizenship that focuses on growing thoughtful, empathetic digital citizens who are capable of wrestling with the difficult ethical issues found in our digital world. This stands in direct contrast to so much of the messaging of digital citizenship that treats children and teens as brands that need to be protected, as opposed to humans who need to be developed. As the co-founder of the Digital Citizenship Summit, founded in 2015 to promote the safe, savvy, and ethical use of social media and technology, I have been drawn to Dr. Mattson’s advocacy and scholarship that positions digital citizenship as far more than risk management. It is about making well-rounded students who understand their role in the digital world. As she wrote in Digital Citizenship in Action: Empowering Students to Engage in Online Communities, Digital citizenship curriculum must strive to show students possibilities over problems, opportunities over risks, and community successes over personal gains. I couldn’t agree more.

As a frequent speaker and consultant on tech ethics, along with serving on TikTok’s Content Advisory Council, I am heartened to see thought leaders like Dr. Mattson push forward the conversation around digital citizenship and ethics in the digital world. Far too often this has been a discussion happening only on college campuses and tech conferences, as opposed to middle schools and high schools. It is crucial that this type of education happens earlier in a student’s life, which is why Ethics in a Digital World is such a needed book for middle and high school educators.

Similar to her progressive approach to digital citizenship, Dr. Mattson is paving the way for more students to grapple with the complex ethical problems that are plentiful in the digital world. The minefield of issues that a student navigates online daily is more complex than a checklist of don’ts. How does a student’s behavior online affect the overall community, and when do they have a moral obligation to act? When does student activism devolve into public shaming? How are a student’s worldview and choices being impacted by an algorithm? These are not black-and-white issues; they are thorny problems that require debate and self-discovery. By structuring Ethics in a Digital World with a Socratic form of questioning throughout the book, Dr. Mattson is providing you with terrific ways to stimulate classroom discussion and develop the critical thinking of your students. Furthermore, her presentation of major issues in the digital world, such as regulating misinformation, balancing user privacy with potential societal benefits, and determining whether artificial intelligence can reduce human bias, is rightly framed as claims that are currently being debated. Your students should be actively aware of this debate and able to have a depth of understanding to be an active participant in the debate as well.

Looking back at a tweet from Dr. Mattson from 2018, where she discussed developing thoughtful, empathetic digital citizens who can wrestle with the important ethical questions at the intersection of technology and humanity, I want to emphasize the word wrestle. The issues found in Ethics in a Digital World are not merely to be understood but to be wrestled with. This is a major shift in how we typically approach technology topics, which are often oversimplified at a younger level. But learning how to be a digital citizen is far different from learning how to master Microsoft Excel. A student is both being affected by the digital world and affecting it. Unlike a relatively stable product that they can learn to use, the digital world is in a perpetual state of flux. This complexity necessitates a different type of student, one who can wrestle with issues instead of trying to memorize a set of ephemeral rules. To wrestle is to be actively engaged, and Ethics in a Digital World can help develop a generation that should not only thrive in the digital world but also actively work toward building a better one.

David Ryan Polgar is a pioneering tech ethicist, founder of All Tech Is Human, and a member of TikTok’s Content Advisory Council. He previously co-founded the Digital Citizenship Summit, and he is an advocate for empowering students to be thoughtful digital citizens.

Introduction

In 2018, I wrote a tweet that is still pinned to my Twitter profile. It says that our definition of digital citizenship must expand beyond a list of digital missteps to avoid because what we really need are thoughtful, empathetic digital citizens who can wrestle with the important ethical questions at the intersection of technology and humanity. I also asserted that digital citizenship is the humanities curriculum of today and tomorrow.

As with most good ideas or aha moments, I cannot remember exactly how or why these words popped into my head one day, but when they formed, I knew I needed to get them out into the world. Two years later, I still go back to this tweet as I read about technology in schools and in the world, develop professional development and conference presentations, work with students and parents, and write about the topic of digital citizenship. Perhaps it is my background as an English teacher and school librarian that has colored my lenses this way, but I believe that digital citizenship belongs just as much in a humanities classroom as it does in a technology one.

When I wrote Digital Citizenship in Action for ISTE in 2017, my stance was considered progressive by many who had taught digital citizenship for years. I argued that instead of using digital citizenship curriculum as an attempt to correct or prevent misbehaviors online, we needed a proactive approach to equip students with the necessary skills to be active, engaged citizens in their digital communities. This shift meant encouraging educators to set aside the once-a-year assembly on cyberbullying, conduct purposeful work in classrooms year-round, and create opportunities for students to practice digital citizenship skills under the guidance of educators. The ideas presented in that book do not seem so radical anymore, thanks to the work of scholars, educators, and various organizations that have continued to redefine digital citizenship into something more meaningful than a behavior management curriculum. For example, a coalition of these organizations including ISTE and Common Sense Education, and for-profit companies in the edtech space like Google, Facebook, and NewsELA, have formed an initiative called DigCitCommit (digcitcommit.org). This partnership focuses on five competencies to shift the conversation from don’ts to do’s: Inclusive, Informed, Engaged, Balanced, and Alert. Centered around these competencies, DigCitCommit strives to provide educators with resources that empower and engage students as digital citizens.

As I have watched an evolution in the conversation around digital citizenship education, schools have simultaneously been encouraged to step up their game in STEM (science, technology, engineering, and mathematics), even with our youngest learners. Educators have witnessed the rise of the Makerspace, Hour of Code, robotics kits in elementary classrooms, and professional development around design thinking and computation thinking. High schools across the country are adding electives in cybersecurity, game design, app development, and computer repair, as well as creating opportunities for students to earn recognized tech industry certifications before they graduate high school.

School curricula continue to adapt with an understanding that technology will play a huge part in the future of work. This progress is amazing. These steps are important. But because of who I am, my brain wonders what we might be missing, and I am always looking for the what’s next? in education.

If we turn our eyes away from education toward the technology sector, we might have a possible answer to the what’s next? question. More people are waking up to the notion that the technology they hold in their hands each day is not a neutral tool that individual users have ultimate control over. The facade began to publicly crack after accusations of Russian interference in the 2016 U.S. presidential election. The general public was introduced to the complexities of hacking, the concept of bot accounts, and the larger threat of information warfare. The rise in rhetoric around fake news has social media companies examining their role in the spread of misinformation, the public asking who checks the fact-checkers, and everyone from politicians to tech conglomerates wondering if, when, and how information regulation needs to happen.

I’ve spent the last few years reading up on the topic of tech ethics and exploring the human side of the digital tools that are all around us. My eyes have been opened to the amazing victories and unfortunate pitfalls of technology that I had never considered before. Each time I learned something new, I couldn’t help but tuck it away into the things we should be talking about with students file folder in my brain. Eventually that file got so full, I could not help but begin a new book.

Writing a book like this, just as consuming a book like this, is not easy. It is not easy because there are no clear right or wrong answers to the ethical issues presented inside these pages. For each issue I ask you to examine, the pros and cons lists are equally long. So why bother to continue reading if you won’t find answers to the questions presented within?

Well, in writing my learning down, my first intention is to help build your background knowledge on the various ethical issues being debated in the tech sector today. Once you have been exposed to these ideas, it is my hope