DIGILEC Revista Internacional de Lenguas y Culturas

Digilec 11 (2024), pp. 1-23

Fecha de recepción: 16/05/2024

Fecha de aceptación: 19/09/2024

DOI: https://doi.org/10.17979/digilec.2024.11.10745

e-ISSN: 2386-6691

NAVIGATING THE ETHICAL FRONTIER: ONLINE EDUCATION

IN THE ERA OF TECHNOLOGICAL ADVANCEMENT

EXPLORANDO LA FRONTERA ÉTICA: LA EDUCACIÓN EN LINEA

EN LA ERA DE LOS AVANCES TECNOLÓGICOS

Bashar DAISS

Universidad de Córdoba

Orcid: https://orcid.org/0009-0002-3420-2260

María Elena GÓMEZ PARRA

Universidad de Córdoba

Orcid: https://orcid.org/0000-0001-7870-3505

Abstract

The evolution of the educational sector, profoundly influenced by technological progress,

has ushered in a new era of online learning, which warrants extensive academic

exploration. This document adopts a narrative research approach to dissect the nuanced

relationship between technological innovation and ethical considerations within online

educational frameworks. It meticulously examines the experiences of educators who are

at the forefront of this digital revolution, paying close attention to the ethical quandaries

and adaptations they face in this modern educational landscape. The research method

involves semi-structured interviews, which facilitate a deep and nuanced understanding

of the multifaceted challenges and prospects that technological advancements in

education bring forth (Clandinin & Connelly, 1990; Riessman, 2008). The findings of this

study illuminate the continuous and complex negotiation process that educators undergo

in aligning their professional conduct and ethical standards with the ever-evolving

demands of technological advancements in education. This negotiation is crucial in

shaping their identity and practice within the digital realm. The study not only sheds light

on the dynamic interplay between technology and ethics in online education but also

contributes to the broader academic discourse on the subject. It emphasizes the urgent

need for a heightened ethical consciousness and integrity in navigating the digital

educational landscape, underscoring the importance of these values in ensuring a

responsible and equitable educational environment in the age of technology.

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Key Words: online education; ethical awareness; technological integration; narrative

research methodology; digital learning

Resumen

La evolución del sector educativo, profundamente influida por el progreso tecnológico,

ha dado paso a una nueva era de aprendizaje en línea, que merece una amplia exploración

académica. Este documento adopta un enfoque de investigación narrativa para

diseccionar la matizada relación entre la innovación tecnológica y las consideraciones

éticas dentro de los marcos educativos en línea. Examina meticulosamente las

experiencias de los educadores que están a la vanguardia de esta revolución digital,

prestando especial atención a los dilemas éticos y las adaptaciones a las que se enfrentan

en este panorama educativo moderno. El método de investigación consiste en entrevistas

semiestructuradas, que facilitan una comprensión profunda y matizada de los

polifacéticos retos y perspectivas que plantean los avances tecnológicos en la educación

(Clandinin & Connelly, 1990; Riessman, 2008). Los resultados de este estudio ponen de

manifiesto el continuo y complejo proceso de negociación al que se someten los

educadores para adaptar su conducta profesional y sus normas éticas a las exigencias

siempre cambiantes de los avances tecnológicos en la educación. Esta negociación es

crucial para configurar su identidad y su práctica en el ámbito digital. El estudio no sólo

arroja luz sobre la interacción dinámica entre la tecnología y la ética en la educación en

línea, sino que también contribuye al discurso académico más amplio sobre el tema. Hace

hincapié en la urgente necesidad de una mayor conciencia ética e integridad a la hora de

navegar por el panorama educativo digital, subrayando la importancia de estos valores

para garantizar un entorno educativo responsable y equitativo en la era de la tecnología.

Palabras clave: educación en línea; conciencia ética; integración tecnológica;

metodología de investigación narrativa; aprendizaje digital

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1. INTRODUCTION

In recent years, the education landscape has undergone a profound transformation,

primarily driven by rapid technological advancements. This shift has redefined

instructional methodologies and posed new challenges and opportunities within the

educational sector. The integration of Information and Communication Technology (ICT)

in education has catalyzed significant changes, impacting educators' roles and the

modalities of student engagement and learning.

This study is motivated by the need to examine these transformations critically. The

rapid adoption of digital technologies in educational settings has outpaced our

understanding of their implications, particularly in the realms of pedagogy, teacher-

student dynamics, and ethical considerations. This research aims to bridge this gap,

offering insights into the evolving nature of education in the digital age.

According to the literature, the integration of technology has catalyzed a significant

paradigm shift, fundamentally altering the dynamics of teaching and learning (Selwyn,

2014). This transition, markedly accelerated by the global COVID-19 pandemic, has

propelled a swift migration from traditional classroom settings to digital platforms,

reshaping the core of educational methodologies (Shlesky & Alpert, 2007). This digital

era in education is characterized by a proliferation of online platforms, sophisticated

educational software, and a myriad of virtual learning tools, collectively democratizing

access to education and fostering innovative, flexible instructional strategies. This

transformation, while heralding an era of unprecedented accessibility and pedagogical

innovation, also brings to the forefront a myriad of complex ethical considerations

(Geertz, 2008). As education increasingly takes place in virtual environments, educators

face unique challenges and ethical dilemmas, distinct from those in traditional settings.

These range from navigating data privacy and security issues to grappling with the

intricacies of maintaining academic integrity in a digital world. The virtual nature of these

environments blurs the lines between personal and professional realms, raising new

questions about the ethical conduct of educators and students alike (Tzabar-Ben

Yehoshua & Dargish, 2001).

One of the most pressing concerns in this digital educational landscape is equitable

access to technology. Disparities in digital literacy and access among educators and

students can lead to unequal learning experiences, raising critical questions about fairness

and inclusivity in online education. Furthermore, managing sensitive student data in an

era of digital surveillance and the limits of teacher-student interactions in an online

context become pivotal ethical considerations. The varied comfort levels and skill sets in

technology usage among the education community add layers of complexity to these

challenges, underscoring the multifaceted nature of the ethical landscape in online

education (Daynes & Pinnegar, 2007).

This research embarks on an in-depth exploration of three fundamental paradigms

that form the structural building blocks of the current debate on the intersection of

technology and education. These paradigms include the transformative changes in the

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education system due to technological advancements, the evolving role of teachers within

technology-rich educational environments, and the emerging ethical considerations

inherent to online education. Each of these areas offers a unique perspective on how

technology is reshaping the landscape of learning and teaching, providing insights into

future evolutions and the need for clarifications regarding the interpersonal dynamics of

technology and its lingering effects on the educational sphere. The investigation into these

paradigms is driven by a desire to unravel the complexities and nuances of these

fundamental shifts. The study sheds light on how the traditional methods of teaching and

learning are being redefined in the wake of digital integration, scrutinizes the

transformation in the role of educators as they adapt to and navigate this new landscape,

and probes the ethical challenges and dilemmas that arise in the increasingly digitalized

education system. This study is not just an examination of the changes technology brings

but also a contemplation of the broader implications these changes have for the future of

education, the profession of teaching, and the ethical framework within which educational

activities occur.

Technological advancements have indeed revolutionized the educational landscape,

marking a significant departure from traditional instructional methodologies to a more

personalized and technology-driven approach. As elucidated by Ariav (2006),

professional development for teachers is crucial in adapting to these technological

advancements, emphasizing the importance of aligning educational strategies with the

demands of the 21st century. Furthermore, Barak et al. (2007) highlight the intentional

teaching for the promotion of higher-order thinking skills, underscoring the pedagogical

shift required in the digital age.

The evolution of the teacher’s role in technology-enhanced learning environments

underscores the transition from knowledge transmitters to facilitators of learning. This

shift is supported by Ertmer and Ottenbreit-Leftwich (2006), who found that exemplary

technology-using teachers view success as closely linked to their ability to integrate

technology meaningfully into their pedagogy. Similarly, Fulton and Torney-Purta (2000)

discuss how teachers’ beliefs about teaching and learning reflect in their technology use,

revealing the depth of pedagogical transformation necessitated by digital integration. The

rise of online education brings forth a plethora of ethical considerations, notably

concerning data privacy and equitable access to technology. Mioduser et al. (2006)

address the pedagogical innovation integrated with information and communication

technologies, which includes ethical considerations as a significant facet of the

educational process. Additionally, Wadmany and Levin (2008) provide insights into the

changes in instructional practices and student perspectives, further emphasizing the

ethical implications of technology use in education.

At the center of the current inquiry is an examination of how online educators

develop and refine their ethical awareness, particularly in the rapidly evolving landscape

of technology-enhanced education. This aspect of the study delves into the contexts in

which educators initially grapple with ethical considerations and how their understanding

and approach to these issues evolve. It focuses on identifying the various ethical

challenges that emerge in the realm of online activity and the strategies educators employ

to navigate these complexities.

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Furthermore, this research aims to unravel how the growth of ethical awareness in

the face of technological advancement is intricately linked with online teachers’ personal

and professional narratives. It seeks to illuminate how this evolution in ethical

understanding affects their perception of their roles and their broader worldview. This

aspect of the study is particularly crucial, as it connects the professional development of

educators with their personal growth and transformation, highlighting the profound

impact of technology on their overall identity and approach to teaching.

The research questions guiding this study are intricately woven into the fabric of

educators’ professional lives. They aim to uncover the deep-seated changes brought about

by technological integration in education, revealing the dynamic relationship between

technology, pedagogy, and ethics. This relationship shapes the educators’ journey in the

digital age, marking their transition from traditional teaching practices to embracing and

navigating the complexities of digital education. Through this narrative approach, this

paper aims to provide a comprehensive and nuanced understanding of the technological

transformation in education and its ripple effects on educators and their practice. This

approach sheds light on the practical aspects of technology integration and delves into the

emotional and ethical dimensions, offering a holistic view of the modern educational

landscape.

The objectives of this study are multi-fold. First, it seeks to analyze how

technological advancements are redefining the educational landscape, particularly in

online settings. Second, it aims to investigate the evolving roles and challenges faced by

educators in this digital era, with a specific focus on the ethical implications of technology

integration in their professional practice. Third, the study endeavors to understand this

shift's emotional and practical impacts on educators. Ultimately, this research intends to

offer a holistic view of the intersection between technology, pedagogy, and ethics in

modern education, providing valuable insights into the nuanced experiences of educators

adapting to digital teaching environments.

2. METHOLOGY

The research methodology of this study is designed to provide a comprehensive and

in-depth analysis of the experiences of Arab educators in the context of online education.

By adopting a biographical narrative research approach, the study delves into these

educators' personal and professional journeys. This methodology is particularly effective

in capturing the rich complex tapestry of individual experiences and life stories. It views

participants as storytellers, enabling a nuanced representation of their experiences within

digital education (Riessman, 2008; Tzabar-Ben Yehoshua & Dargish, 2001).

2.1. Survey questions employed in the research

The interviews conducted with 50 educators serve as a vital component of this

study, complementing the insights gleaned from the biographical narratives. These

interviews offer a platform for a more targeted exploration of specific themes identified

in the research. Structured around a comprehensive set of 14 core questions, they also

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afford participants the flexibility to delve into emergent topics, allowing for a rich and

nuanced understanding of educators' experiences. This instrument is designed to directly

address the research objectives by delving into various aspects of educators’ professional

lives, including ethical considerations, challenges encountered, and strategies employed

in the context of online education. By engaging participants in discussions surrounding

these topics, the interviews aim to shed light on the complexities inherent in the

integration of technology in education. Through these interviews, the study seeks to

uncover the intricate nuances of online education, including the ethical dilemmas faced

by educators and their strategies for navigating technological barriers. By enriching the

narrative data with focused, thematic insights derived from the 14 questions , these

interviews contribute significantly to the study's overarching goal of providing a

comprehensive understanding of the intersection between technology, pedagogy, and

ethics in modern education. The following tables contain all the questions asked, during

the research.

Table 1

Questions for biographical narrative and data collection

QUESTIONS

How did you get into education?

Why did you decide to go into education, in that direction?

How do you perceive your role as a teacher and even more so, as an educator?

How do you view success? What is success in education?

How did you feel? Did it affect you in some way? Personally? Professionally?

Tell me a little about the transition to the topic of computing. What did it do

to you as a teacher, this transition to digital, online teaching?

How do you see your role in relation to the students, in terms of the skills you

want to impart to them? How do you think about students or about education

in general as a teacher, who in the past was not digitized compared to today?

I understand that digitalization greatly upgraded your teaching and the

development of students' thinking. Is it easier to be an online teacher, or more

complex?

From the place of your role now in school, both as an online subject teacher

and as a coordinator of digitalization, try to describe experiences of life in the

online space as a teacher. What do you encounter? What are you experiencing

now?

Where is the problem? Can you clarify the dilemma?

What do you do with this change? Where are you in it? Do you know that

things are moving, are you running along with the children?

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Table 2

Questionnaire for R.O.1: Analyzing technological advancements

Table 3

Questionnaire for R.O.1: Investigating evolving roles and challenges faced by educators

QUESTIONS

Many teachers, especially the older ones, find it very difficult and anxious to

use ICT. What are the steps your school has taken to address this issue?

How is your school preparing for the change in teaching attitudes?

What role did teachers have in integrating technology into teaching-learning?

What are the difficulties faced by the school in the process of implementing the

change at the teacher level in particular and at the institution level in general?

Tell me about your doubts. You've reached a very important point. Actually,

we teachers face many dilemmas and uncertainties. Please elaborate on the

dilemma.

I want to go back to all your years of teaching, before online teaching and

before social networks, and think about all the behavioral aspects of the topic.

The subject of ethics in behaviors, dilemmas, and uncertainties. How much

did you have such, before the online era? Is there a change in these issues? In

the uncertainties?

Give more examples of how you've dealt with behavioral and ethical aspects.

What event do you perceive as a strong or significant one? Which ethical

issue, which arose in the context of the online space, do you remember from

recent years? The uncertainties that characterize the digital age, confusion, or

difficulty?

QUESTIONS

Tell me about your role in school and what is your education?

What do you think are the characteristics of your school that have been a major

factor in integrating computer use into educational practice?

Why do you think your school decided to adopt technology in teaching?

What benefits did the school gain from this change?

How has the integration of technology affected traditional teaching methods?

How successful do you think the process has been in the school?

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Table 4

Questionnaire for R.O.3: Understanding emotional and practical impact on education

QUESTIONS

What personality traits do you have as a teacher?

To what extent has the integration of technology in school affected the

professional development of teachers?

What feelings did you have during the integration of technology in school and

upon completion of the process?

What insights do you have as a teacher upon completion of the process of

implementing technology in your school?

2.2. Description of the participants

50 Arab educators, evenly split between 25 men and 25 women, participated in the

current research. Their ages range from 25 to 45 years, reflecting a blend of early-career

educators and those with more extensive experience, spanning from 3 to 20 years in the

field. These participants hold diverse educational roles across various stages of education,

from primary to higher education. Their academic qualifications vary, with the highest

degree being a PhD and the lowest a BA, underscoring their depth of academic

knowledge. Additionally, they bring a wealth of hands-on experience in ICT in their

teaching, including roles as school IT coordinators, ICT instructors, or teachers in ICT

training. This broad spectrum of ages, experiences, and qualifications not only enriches

the study’s data, but also ensures a comprehensive representation of the impact of digital

integration across different educational contexts.

2.3. Instruments

In this research, we delve into the complex experiences of Arab educators in the

realm of online education, employing two research instruments: (1) biographical narrative

interviews and (2) semi-structured interviews with selected teachers. These methods are

thoughtfully aligned with our research objectives, aiming to uncover both the professional

and personal narratives of educators in the context of integrating technology into

education.

2.3.1 Biographical narrative interviews: Primarily, these interviews are focused

on achieving our third objective, which is to comprehend the emotional and practical

repercussions that educators face due to the shift toward digital education. These

narratives provide a deep, personal perspective, shedding light on how educators are

personally and professionally impacted by this transition.

2.3.2 Semi-structured interviews with selected teachers: These interviews are

key to addressing our second objective, which involves exploring the evolving roles

and challenges that educators confront in the digital era, particularly focusing on the

ethical implications of technology use in their professional practice. The flexible yet

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focused nature of semi-structured interviews allows for in-depth discussions about

these specific aspects.

The combined application of both biographical narrative and semi-structured

interviews serves to address our first and fourth objectives. They help in analyzing how

technological advancements are reshaping the educational landscape, especially in online

settings (Objective 1), and in offering a comprehensive view of the interplay between

technology, pedagogy, and ethics in modern education (Objective 4). This dual approach

ensures a thorough exploration of the adaptation to technological changes, the ethical

challenges encountered, and the overarching influence of technology on educational

practices, thereby capturing the educators' experiences in digital teaching environments.

Biographical Narrative Interviews: The Biographical Narrative Interviews serve as

the primary data collection tool in this study, aiming to gather rich and detailed accounts

of educators’ experiences within online education settings. This qualitative instrument

comprises 14 carefully crafted questions designed to delve into various aspects of

educators' experiences and perceptions1.

These interviews primarily address the third objective of the study, which is to

comprehend the emotional and practical repercussions that educators face due to the shift

toward digital education. By exploring themes such as educators' motivations for entering

the field, their perceptions of success, and their experiences with the transition to digital

(online) teaching, these interviews provide valuable insights into the personal and

professional impacts of technology integration in education.

The validation of this instrument involves ensuring that the questions are clear,

relevant, and effectively capture the intended information. This may involve piloting the

interviews with a small sample of educators to assess their comprehensibility and

relevance, as well as iteratively refining the questions based on feedback. Additionally,

the credibility of the narratives obtained through these interviews can be enhanced

through techniques such as member checking, where participants are given the

opportunity to review and validate their own narratives for accuracy and completeness.

For data collection each participant was provided a number that represents them,

allowing for the systematic analysis of data while ensuring confidentiality. For example,

"E01" refers to the first educator participant in the study, with "E" denoting "Educator"

and "01" indicating their sequence in the data collection process. This alphanumeric

labeling facilitates the organization of qualitative data.

Data collection was primarily conducted through biographical narratives, presented

as spoken discourse in interactions with participants, drawing upon the approach

suggested by Geertz (2008). While not necessitating completeness akin to

autobiographies, these narratives were constructed and articulated in the narrators’

language and styles, reflecting their unique perspectives and experiences. These

narratives encompass stories and events anchored in the narrators’ life stories, effectively

weaving together their past, present, and future. The authenticity of these narratives is

maintained by capturing the educators’ voices in their language, ensuring fidelity to their

experiences and viewpoints.

1 See Table 1 for the complete list of questions used in Biographical Narrative Interviews.

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To further validate the findings and enhance the robustness of the research, the

study also incorporated semi-structured interviews with teachers. This approach,

supported by the work of Shlesky & Alpert (2007), allows for a more comprehensive

understanding and validation of the research tools and data analysis methods. Following

the guidelines proposed by Daynes & Pinnegar (2007). While collecting the narrative

content was we made note to consider the temporal, personal, and social dimensions of

the narrative research space, This multi-faceted analysis offers a more holistic

understanding of the educators’ experiences and the broader implications of their

narratives in the context of online education.

2.4. Methodological procedure

The process started with in-depth conversations with the selected Arab educators.

The conversations were recorded and transcribed to capture spoken words and nuances

of nonverbal communication, such as pauses and laughter. This methodical transcription

ensured that the richness and depth of each interaction are preserved. Once transcribed,

the text transforms into narrative form. This allowed to maintain the integrity and

authenticity of the participants’ voices, ensuring that their experiences and perspectives

are accurately represented. During the narrative construction, the editing of the

transcribed text is minimally. The aim is to refine the narrative for clarity and coherence

while retaining the essence of the participants’ original expressions and experiences. This

delicate balance between editing and preserving authenticity is key to delivering

narratives that truly reflect the voices of educators.

3. RESULTS

This research uncovers a rich tapestry of experiences and insights regarding the

ethical dimensions of online education, revealing a complex and evolving landscape of

ethical awareness influenced by digital integration. Educators experienced a significant

shift from traditional ethical frameworks to more nuanced, digitally influenced

approaches. Challenges and growth marked this transition, as one educator mentioned, "I

found myself grappling with issues I never faced in the classroom. It’s like relearning my

ethical compass in this digital space" said (E01). E01 is a female teacher, age 44, who has

been in the education system almost 17 years. Another educator highlighted the evolving

nature of ethical dilemmas: "Ethics in online teaching aren't black and white. It’s a

spectrum that keeps expanding with every new technology" (E02). E02 is a 42-year-old

male, who teaches special education, holds a masters, and is the school communication

coordinator, he has been in the system for 15 years. Both quotes, and the findings reflect

Geertz’s (2008) notion of cultural complexity in new social domains.

The transition to online teaching brought unique challenges, particularly in

maintaining professional boundaries and ensuring equitable learning. One educator

expressed, "Online teaching has me walking a tightrope between being accessible and

maintaining professional distance" (E03). E03 is a male 55-year-old Arabic teacher, he

has been working at the school for almost 20 years. Another shared the difficulty in

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adapting to virtual environments: (E04) a 62-year-old male, technology teacher, who has

been an educator for the past 27 years. He stated that, “Ensuring equity and fairness in

digital assessments has been a learning curve”. Resonating with Boyd’s (2014)

observations on the complexities of digital interactions, where she examines the intricate

ways, teens interact online. She highlights how they manage public and private

boundaries, experiment with identity, adhere to social norms, navigate surveillance and

privacy issues, and the need for digital literacy to safely engage in digital spaces. Boyd's

work provides a nuanced view of the impact of digital media on teen socialization and

identity formation.

The educators' stories provided valuable insights into the temporal and thematic

evolution of ethical awareness. One educator’s story highlighted, "Over the past year, my

approach to ethical dilemmas has evolved significantly." In the specific quotation the

word use for evolve in Arabic reflects physical evolution a term that isn’t often used when

referring to concepts the common way would be to refer to is a : has become more

complex. In this case the educator is highlighting how foreign the integration of theology

has been. The use of language and metaphor in the narratives further enriched the

understanding of these experiences, demonstrating the power of narrative as both a

phenomenon and a method, as noted by Clandinin and Connelly (1990).

During the research I found that much of the introspection and ethical handling of

the narratives added a reflective dimension to the study. This approach underscores the

delicate nature of personal experiences and the ethical responsibility in handling such

narratives, as discussed by Geertz (2008).

The following showcases a combination of educators’ experiences with direct

quotes and narrative analysis to provide a comprehensive view of the ethical landscape in

online education. The findings underscore the necessity for ongoing support and

structured ethical guidance in online education. The experiences and insights of educators

demonstrate the need for comprehensive strategies that integrate ethical considerations

into digital teaching practices. The study suggests future research to explore the

effectiveness of ethical training programs and their impact on teaching methodologies

and student outcomes, a direction supported by Fetterman (2010). The integration of

educators’ quotes and narrative insights provides a vivid and detailed portrayal of the

ethical complexities encountered in online education. These findings highlight the

evolving nature of ethical awareness, emphasizing the critical role of targeted support and

policy development in the digital teaching landscape.

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Table 5

Pre-technology ethical concerns among 50 educators

Results for R.Q.1: To what extent did you experience these ethical concerns before the

introduction of technology into the classroom?

ETHICAL CONCERN

TOTAL

PERCENTAGE

NONE (1)

Cheating

10%

MINOR (2)

Privacy

20%

MODERATE (3)

Participation

30%

MAJOR (4)

Methodologies

20%

SEVERE (5)

Interaction

20%

Table 6

Pre-technology ethical concerns among 50 educators

Results for R.Q.2: To what extent have you experienced these ethical concerns after the

introduction of technology into the classroom?

ETHICAL CONCERN

TOTAL

PERCENTAGE

NONE (1)

Plagiarism

MINOR (2)

Cyberbullying

14%

MODERATE (3)

Literacy

30%

MAJOR (4)

Adaptation

30%

SEVERE (5)

Rapport

20%

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Table 7

Ethical concerns pre and post technology

The collected data reveal a notable transformation in the ethical concerns of

educators, attributed to the integration of technology in classroom settings. Initially,

before the advent of technology in education, a significant portion (30%) of educators

regarded 'Participation' as a moderate concern. This concern was primarily focused on

ensuring student engagement and involvement within traditional learning environments,

as documented in Table 1. This issue highlights the educators' focus on the need for active

student participation and the challenges associated with maintaining student interest and

involvement in classroom activities.

However, with the introduction of technology into the educational landscape, the

nature of these concerns shifted. The same proportion of educators (30%), as shown in

Table 2, now cite 'Adaptation' as a major concern. This shift underscores the difficulties

educators face in modifying their teaching approaches to suit the varied learning styles

that have emerged with online and digital education. The challenge of adaptation is not

just about changing teaching methods, but also encompasses the need for educators to

become proficient in new technologies and to ensure that students are not only consuming

digital content but are also developing the critical digital literacy skills necessary for

success in a technology-driven world.

Furthermore, the juxtaposition of pre- and post-technology ethical concerns reveals

an evolution in educators' priorities and challenges. For example, where 'Cheating' was

PRE-

TECHNOLOGY

ETHICAL

CONCERNS

POST-TECHNOLOGY

ETHICAL CONCERNS

EXAMPLE QUOTE

E01

Cheating in

physical exams

Online plagiarism, digital

cheating tools

"The digital realm opened up

new avenues for academic

dishonesty that I hadn't

considered before."

E02

Classroom

behavior

management

Data privacy, cyberbullying

"Privacy concerns have become

a top priority in my online

classes."

E03

Limited student

participation

Digital literacy and

engagement

"I realized the need to be more

vigilant about digital literacy..."

E04

Standard teaching

methodologies

Adapting to diverse online

learning styles

"Each student interacts

differently with digital content,

which challenges my traditional

teaching methods."

E05

Direct student-

teacher interaction

Establishing virtual rapport

with students

"Building a connection with

students online requires different

strategies than in a physical

classroom."

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initially a concern for 10% of educators, 'Plagiarism' later emerged as a severe issue for

20%, highlighting the increasing complexity of academic integrity in the digital age.

Similarly, 'Interaction' concerns remained constant at 20%, illustrating ongoing

challenges in maintaining effective student-teacher relationships, whether in physical or

virtual classrooms.

These findings are exemplified by individual educator responses in Table 3, where

educators like E01 transition from worrying about "Cheating in physical exams" to

grappling with "Online plagiarism, digital cheating tools," indicating a nuanced

understanding of ethical challenges as education transitions online. Educator quotes

further underscore the deepening ethical complexities educators face, with E02 noting the

rise of "Privacy concerns" and E04 discussing the difficulties of "Adapting to diverse

online learning styles."

In conclusion, the integration of technology in education has not only shifted the

landscape of ethical concerns but has also required educators to adapt and rethink their

strategies to address these evolving challenges effectively.

Ethical educational challenges in online teaching: Educators face various

challenges in the digital teaching environment, from ensuring equitable access to

balancing professional and personal boundaries.

Table 8

Results for R.Q.3: “How frequently do you encounter the following challenges in online

teaching?”

NOT

FREQ.

(1)

LITTLE

(2)

QUITE

FREQUENTLY

(3)

FREQ.

(4)

VERY

FREQUENTLY

(5)

ENSURING EQUAL ACCESS

(6%)

(14%)

(20%)

(30%)

BALANCING

PERSONAL/PROFESSIONAL

BOUNDARIES

(20%)

(30%)

(20%)

(10%)

PROTECTING STUDENT

DATA

(10%)

(30%)

(20%)

(10%)

MAINTAINING ACADEMIC

INTEGRITY

(20%)

(30%)

(20%)

(10%)

ADDRESSING DIVERSE

LEARNING NEEDS

(14%)

(26%)

(30%)

(20%)

(10%)

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Table 9

Results for R.Q.4: “How often do you encounter technical issues that require immediate

attention before you can progress with the class?”

TOTAL

% PERCENTAGE

VERY RARELY (1)

RARELY (2)

SOMETIMES (3)

18%

OFTEN (4)

40%

VERY OFTEN (5)

30%

Table 10

Results from qualitative analysis on educational challenges post-technology

The gathered data elucidate the multifaceted challenges educators face in the realm

of online teaching post-technology adoption. Table 4 articulates that 45% of educators

frequently face challenges in 'Ensuring equal access' and in 'Balancing

personal/professional boundaries', with 30% encountering these issues 'Very Often' or

'Often'. This underscores the substantial task of guaranteeing equitable technology access

DESCRIPTION OF

CHALLENGE

QUOTES FROM EDUCATORS

E10

Ensuring equal access to

technology

"Not all students have reliable internet

access at home, which creates a

disparity in learning opportunities."

E15

Balancing personal and

professional boundaries

"It's challenging to separate my

personal life from my professional role

while teaching from home."

E21

Protecting student data in digital

platforms

"Data security has become a constant

concern in my teaching."

E28

Maintaining academic integrity in

online assessments

"I've had to rethink my approach to

student assessments in an online

environment."

E33

Addressing diverse learning needs

virtually

"Adapting my teaching to cater to

online learning styles is a new

challenge."

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Digilec 11 (2024), pp. 1-23

for students and delineating the blurred lines between educators' personal and

professional lives.

Moreover, concerns over 'Protecting student data' and 'Maintaining academic

integrity' are pronounced, with a combined 50% of educators experiencing these

challenges at least 'Often', reflecting the heightened need for data security and integrity

in virtual assessments. Similarly, 'Addressing diverse learning needs' presents a persistent

hurdle, with 30% of educators facing this issue 'Sometimes' and a notable 26%

encountering it 'Rarely', revealing the ongoing endeavor to tailor educational experiences

to suit a range of student needs in a virtual environment. Additionally, as detailed in Table

5, technical issues are a prevalent obstacle, with a staggering 70% of educators frequently

dealing with tech-related interruptions that impede the flow of the class, necessitating

'Immediate attention'.

Individual educator insights, as portrayed in the subsequent qualitative breakdown,

further illuminate these findings. Educator E10's remark about the lack of reliable internet

access at home highlights the digital divide affecting students' learning opportunities.

"Not all students have reliable internet access at home, which creates a disparity in

learning opportunities." E15's struggle to maintain professional boundaries while

teaching from home echoes a shared sentiment among educators who grapple with the

intertwining of their personal and work environments. "It's challenging to separate my

personal life from my professional role while teaching from home." E21's comment on

data security, "Data security has become a constant concern in my teaching." E28's

contemplation on rethinking student assessments, and E33's challenge of adapting

teaching strategies, and so on and so forth all further exemplify the intricate layers of

online teaching challenges educators are navigating in this digital era.

Collectively, these findings demonstrate that while online teaching offers novel

avenues for education, it also introduces a spectrum of challenges that educators must

skillfully manage, with very little support or in some cases training.

Table 11

Results from qualitative analysis on how pressing educators find the need for support in

the various areas

VERY

LOW (1)

LOW (2)

MODERATE

(3)

HIGH

(4)

VERY

HIGH (5)

ONLINE

ASSESSMENT

INTEGRITY

AUTHORITY AND

APPROACHABILI

TY BALANCE

DATA PRIVACY

AND SECURITY

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EFFECTIVE USE

EDUCATIONAL

TECHNOLOGY

INCLUSIVE

ONLINE

TEACHING

STRATEGIES

Table 12

Percentile results for how willing educators would be to take courses or receive training

to better assist them with online teaching

NOT

WILLING

SLIGHTLY

WILLING

MODERATELY

WILLING

VERY

WILLING

EXTREMELY

WILLING

DIGITAL

ASSESSMENT

METHODS

10%

20%

30%

36%

MANAGING

ONLINE

INTERACTIONS

12%

22%

32%

28%

STUDENT

DATA AND

PRIVACY

16%

24%

28%

24%

EFFECTIVE

USE OF

DIGITAL

TEACHING

PLATFORMS

26%

35%

25%

INCLUSIVE

ONLINE

TEACHING

STRATEGIES

13%

20%

29%

31%

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Table 13

Educational training and suggested areas of focus

The collated data from Tables 7 and 8 clearly indicate an acute recognition among

educators of the pressing need for further support and training in pivotal areas of online

teaching. For instance, a significant number of educators, as reflected in Table 7, consider

'Online Assessment Integrity' as a very high priority, with 15 indicating the utmost need

for training in upholding integrity in online exams. This suggests a keen awareness of the

challenges posed by digital assessments and the necessity for meticulous strategies to

ensure academic honesty.

Likewise, in Table 8, a substantial willingness is observed among educators to

enhance their skills, with 'Digital Assessment Methods' and 'Effective Use of Digital

Teaching Platforms' each drawing a 36% and 25% response rate in the 'Extremely

Willing' category, respectively. This exemplifies a strong desire to master the nuances of

educational technology for optimal teaching efficacy.

In their narratives, educators underscore their specific concerns and training

requirements. Educator E07’s urge for guidance in digital assessment methods, E10's

acknowledgment of the intricacies of maintaining online assessment integrity, and E15’s

call for a delicate balance between authority and approachability in virtual classrooms

highlight a collective sentiment. These sentiments are echoed by E21’s concern over the

SUGGESTED TRAINING

AREAS

EDUCATOR'S QUOTES

GUIDANCE ON

DIGITAL

ASSESSMENT

METHODS

Online assessment integrity

"I need more insights into

upholding integrity in online

exams."

TECHNIQUES

FOR MANAGING

ONLINE

INTERACTIONS

Balancing authority and

approachability in virtual

classrooms

"Finding the balance between

being authoritative and

approachable online is tricky."

HANDLING

STUDENT DATA

AND PRIVACY

CONCERNS

Data privacy and security

in education technology

"There's a gap in understanding

how to ethically manage

student data online."

ADAPTING TO

DIGITAL

TEACHING

PLATFORMS

Effective use of educational

technology

"I need training on how to use

various digital platforms

effectively for teaching."

ADDRESSING

EQUITY AND

ACCESSIBILITY

ISSUES

Inclusive online teaching

strategies

"How do I ensure all students

have equal online learning

resources?"

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Digilec 11 (2024), pp. 1-23

ethical management of student data and E28’s contemplation on rethinking student

assessments in an online environment, which further reinforces the necessity for

specialized training programs.

The intersection of these findings delineates a comprehensive need for targeted

professional development initiatives. Such programs would empower educators to

navigate the multifaceted challenges of digital education confidently. From ensuring

equitable access to learning resources to protecting student privacy and fostering

inclusive educational practices, the educators’ testimonies underscore the urgency for

educational institutions to invest in comprehensive training and support systems,

addressing the evolving demands of the digital teaching landscape.

4. DISCUSSION AND CONCLUSION

The transition to online education has ushered in a critical reevaluation of ethical

considerations traditionally held in the educational sphere. This study’s findings echo the

sentiments of educators grappling with the complexities of digital challenges, particularly

around data privacy and equitable access to digital resources. As E02 pointedly remarks,

“Ethics in online teaching aren't black and white. It’s a spectrum that keeps expanding

with every new technology” privacy concerns have surged to the forefront of online

educational priorities, a reflection of the broader societal push towards safeguarding

digital information (Maner, 1996; Tavani, 2011). This shift underscores the evolving

nature of ethical standards within the realm of digital education, suggesting a departure

from conventional norms towards a landscape where educators and students alike must

navigate the intricacies of digital interactions with heightened ethical awareness.

Educators, as highlighted by the data, find themselves at the crux of adapting their

teaching methodologies to cater to diverse online learning styles. This adaptation is not

just a pedagogical shift but an ethical one, where the equitable delivery of education

becomes paramount (Barak et al., 2007). The diverse nature of online interactions

challenges traditional teaching paradigms, necessitating a more nuanced approach to

pedagogy that accounts for the ethical implications of digital content delivery and student

engagement.

The demand for professional development, as voiced by E07 and others, signals a

critical gap in current educational practices and policies. The management of student data

online, a concern raised by educators in this study, highlights the urgent need for

comprehensive training programs that not only address technological proficiency but also

ethical competency in digital environments (Ertmer & Ottenbreit-Leftwich, 2006). Such

training is essential for educators to effectively navigate the ethical landscape of online

education, ensuring that their practices align with the evolving standards of digital ethics.

Moreover, the findings of this research emphasize the need for explicit guidelines

that address the ethical challenges of online education. E05's remarks on building virtual

student rapport underscore the necessity for policies that guide educators in fostering

meaningful online interactions, a sentiment that resonates with the broader educational

discourse on digital ethics (Fulton & Torney-Purta, 2000).

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Digilec 11 (2024), pp. 1-23

The call for ethical training and support to deal with concerns caused by the move

to online classes and other digital transformations has become a top priority to many

educators as underlined by responses like E01's, where they state that “Privacy concerns

have become a top priority in my online classes." This sentiment further corroborates the

complexity of ethical considerations in digital teaching. Educators seek guidance beyond

technical know-how, aspiring for insights into the ethical nuances of digital interactions.

This reflects a broader educational imperative: to cultivate an ethical awareness that is as

dynamic and multifaceted as the digital landscape itself (Shulman, 1986).

In light of the scholarly literature on the subject the analysis of the current research

findings not only reaffirms the criticality of ethical considerations in online education but

also advances the discourse by highlighting specific areas for future research and policy

development. The evolution of ethical awareness among educators in digital

environments, the impact of ethical training on teaching methodologies, and the

development of comprehensive ethical guidelines for online education emerge as pivotal

themes. These areas offer fertile ground for further exploration, promising to enrich the

academic and practical understanding of ethics in the digital age.

Future research in the domain of online education and ethical awareness presents

promising avenues for enhancing both teaching methodologies and student outcomes. A

future focus on longitudinal studies is paramount, as it would allow researchers to trace

the evolution of ethical awareness among educators in digital environments over time,

specifically now as we are on the verge of a new digital norm where technology will

become not only essential but the expected norm for teachers and students alike. By

understanding these changes, insights can be garnered into the effectiveness of ethical

training programs, providing a roadmap for the development of targeted interventions that

bolster ethical decision-making in the digital age.

Investigating the impact of heightened ethical awareness on teaching

methodologies is another critical area of focus. This line of inquiry could reveal whether

ethical training translates into more effective teaching practices, ultimately leading to

enhanced student engagement and achievement. Such research would not only underscore

the importance of ethical education in teacher training programs but also highlight its role

in fostering conducive learning environments that prioritize student welfare and academic

integrity.

Furthermore, the development of comprehensive ethical guidelines tailored to the

unique challenges of online education is essential. These guidelines should serve as a

resource for educators, offering clear strategies for managing the myriad ethical dilemmas

that arise in digital teaching contexts. By equipping educators with the tools to navigate

these challenges, the guidelines would contribute significantly to the establishment of

ethical standards in online education, ensuring that teaching and learning processes are

underpinned by principles of fairness, respect, and integrity.

In sum, the future directions outlined above underscore the need for a holistic

approach to ethical awareness in online education. By focusing on longitudinal studies,

the impact of ethical training on teaching and learning, and the development of

comprehensive ethical guidelines, the field can move towards a more ethically informed

DIGILEC Revista Internacional de Lenguas y Culturas 21

Digilec 11 (2024), pp. 1-23

and responsive educational landscape. This, in turn, will enhance the quality of online

education, benefiting educators, students, and the broader educational community.

The comprehensive analysis of the intersection between technology and ethics in

online education reveals a landscape fraught with challenges but rich with growth and

adaptation opportunities (Selwyn, 2014). This research has not only highlighted the

complexities educators face in the digital realm (Boyd, 2014) but has also underscored

the dynamic nature of ethical awareness in online teaching environments (Fetterman,

2010).

Key insights from the current study emphasize a marked shift in educators’ ethical

considerations, moving from traditional classroom concerns to more nuanced challenges

thet emerge from digital platforms and tools (Warschauer, 2003). This shift necessitates

reevaluating existing educational strategies, calling for a more inclusive approach that

extends beyond mere technological proficiency to encompass ethical judgment and

decision-making in a digital context (Geertz, 2008).

The findings reveal that educators are increasingly aware of the ethical implications

of their actions in online settings. They are navigating issues ranging from data privacy

and security to equitable access and academic integrity (Shlesky & Alpert, 2007). This

heightened awareness, however, comes with a need for more robust support systems and

training programs. Educators seek guidance and resources to navigate these new ethical

landscapes effectively, indicating a gap in current educational policies and practices

(Tzabar - Ben Yehoshua & Dargish, 2001).

The study also points to significant policy and practice implications. There is a clear

need for updated guidelines and frameworks that specifically address the ethical

challenges of online education (Daynes & Pinnegar, 2007). Educational institutions and

policymakers are called upon to develop and implement comprehensive strategies that

ensure ethical considerations are integral to the fabric of online education. This includes

the creation of supportive environments that encourage ethical dialogue and reflection,

aiding educators in navigating the complexities intrinsic to their profession (Riessman,

2008).

Furthermore, the current research suggests a critical demand for continuous

professional development focusing on both technological skills and ethical training. Such

development programs should aim to equip educators with the necessary tools to make

informed ethical decisions in the rapidly evolving landscape of digital education

(Nussbaum, 2016).

Looking forward, the research opens several avenues for future exploration.

Longitudinal studies are needed to understand how ethical awareness evolves among

educators in digital environments over time (Papert, 1993). Additionally, examining the

impact of ethical training programs on teaching methodologies and student outcomes

would provide valuable insights into the broader impacts of ethical awareness in online

education (Clandinin & Connelly, 1990).

In summary, this investigation into the ethical frontiers of online education

contributes significantly to both academic discourse and practical applications in the field.

It underscores the essential role of ethical awareness in the professional development of

online educators and serves as a guide for educators, policymakers, and institutions in

DIGILEC Revista Internacional de Lenguas y Culturas 22

Digilec 11 (2024), pp. 1-23

shaping the ethical contours of digital learning environments (Tzabar-Ben Yehoshua,

2001). As technology continues to reshape the educational landscape, this study

highlights the importance of ensuring that ethical considerations remain at the forefront

of online educational practices and policies (Fetterman, 2010).

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