Teaching students out of harm’s way. Mitigating digital knowledge gaps and digital risk created by 1:1 device programs in K-12 education in the USA
| Published date | 13 August 2018 |
| Date | 13 August 2018 |
| Pages | 290-302 |
| DOI | https://doi.org/10.1108/JICES-02-2018-0012 |
| Author | Esther Charlotte Moon |
| Subject Matter | Information & knowledge management,Information management & governance,Information & communications technology |
Teaching students out of
harm’s way
Mitigating digital knowledge gaps and digital
risk created by 1:1 device programs in K-12
education in the USA
Esther Charlotte Moon
School for the Future of Innovation in Society, Arizona State University,
Tempe, Arizona, USA
Abstract
Purpose –The purpose of this paper is to demonstratehow changes in K-12 educational delivery methods
in the USA impacts students as 1:1 device programs become a required tool for learning. This change
produces gaps in knowledge and understanding of the digital environment and exposes minors to risk.
Mandatory technology integration by schooldistricts places the ethical responsibility on school districts to
prepare studentsto use the digital environment to mitigate risk.
Design/methodology/approach –The author’s literature review focused on the impact of personal
device integration in education on students. The author surveyed teachers in the district on what they
perceived as risk to studentsaccessing the digital environment and what they believe createsvalue in digital
citizenship instructional content.The author also gathered information while serving on the school district
technologysteering committee and digital citizenshipworking group.
Findings –Mandatory 1:1 device programs used for learning provide unlimited access to the digital
environment. This technologyintegration creates digital knowledge gaps in understandingamong students
and exposes them to risk or dangers such as loss of privacy, psychologicalharms and engaging in or being a
victim of illegal onlineactivities. School districts are responsible for providing a remedyto close this gap and
mitigaterisk by developing learning content resourcesfor teachers.
Social implications –As 1:1 device programs continue to grow in school districts in the USA, it is essential
for students to learn to apply protocols and understand norms of the digitalworld. Providing a digital citizenship
curriculum in a format such as a Google Site will offer educators access to instructional content that teaches
students to apply protocols, understand norms of the internet and social media and foster critical thinking to
analyze power structures, biases and recognize manipulation online. Student must learn how to apply rules that
challenge assumptions behind the digital content they see, and they must be able to identify and resolve digital
practices and behaviors that are problematic, so they are prepared to participate in a digital society.
Originality/value –This perspective may be relevant to school districts contemplating personal device
integration, providing insightinto how 1:1 device use impacts students and develops an ethical position for
creatingdigital citizenship resources for teachers.
Keywords Digital scholarship, Ethics education, Digital divide(s), Digital citizenship,
Digital knowledge gap, Digital risk
Paper type Conceptual paper
Introduction
New emerging technologies suchas tablets, chromebooks and smartphones commonly used
in the workplace, universities and at home are trending among K-12 school districts as
technological initiatives that provide personal device use to students. These devices can
transform teaching and learning methods by using digital platforms to support online
JICES
16,3
290
Received13 February 2018
Revised26 May 2018
Accepted3 June 2018
Journalof Information,
Communicationand Ethics in
Society
Vol.16 No. 3, 2018
pp. 290-302
© Emerald Publishing Limited
1477-996X
DOI 10.1108/JICES-02-2018-0012
The current issue and full text archive of this journal is available on Emerald Insight at:
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