Abstract
Within higher education, digital learners are confronted with antiquated classifications of digital natives and immigrants, first introduced by Marc Prensky (2001), which make assumptions about their proficiency in digital literacy. This article provides a code of ethics and practical guidelines for critically examining the assumptions presented. The author has coined the term ?e-ethical-learning? to refer to a set of ethical principles and practical guidelines, which is a portmanteau of ?ethical education? and ?e-learning.?
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