Dissertation
Digital ethics in 1:1 classrooms
Doctor of Philosophy, University of Queensland
2018
Abstract
This thesis endeavours to better understand the confluence of youth, digital technologies and ethics in an Australian 1:1 student-device high school environment. Drawing on Actor-Network Theory (ANT) my study gives attention to the human, technical and discursive dimensions of emergent digital ethics actor networks and follows the growing body of work looking critically at ICT and education. I used the analytical framework of the four moments (problematisation, interessement, enrolment and mobilisation) of the Sociology of Translation (SoT) model first proposed by Callon (1986) and bent it to follow the multiple ethical effects of the 1:1 assemblage in a school setting. The thesis followed the moment of problematisation of digital ethics in schooling as it was discursively constructed across multiple texts, voices, political promises and curriculum associated with the Australian Digital Education Revolution's program of 1:1 devices for students in years nine through twelve. I found administrative rules and practices, cyber safety talks and protocols, school safety policies, school values and local and global citizenship themes in curriculum that framed the definition and expectations for digital ethics in school. Following Callon's framework to the next moment of interessement, I found strong Obligatory Passage Points, working to enrol students into the digital ethics assemblage, with signed agreements and digital filtering and monitoring of devices. These static, normative, rule based and simple descriptions of how to be online became untangled in the 1:1 classroom.
Details
- Title
- Digital ethics in 1:1 classrooms
- Authors
- Theresa Ashford (Author) - University of Queensland
- Awarding institution
- University of Queensland
- Degree awarded
- Doctor of Philosophy
- DOI
- 10.14264/uql.2018.865
- Language
- English
- Record Identifier
- 99450893602621
- Output Type
- Dissertation
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