Abstract
For decades, schools have adapted to a technologically-dependent world—developing courses, faculty positions and curricula to begin explicitly teaching with and about technology. Recognizing the need for deepening education in this area, the Lycée Français de New York, a bilingual and multicultural school, developed the digital learning department to lead the school’s thinking and practice around technology and computer science education. Over time, the department shifted its focus from first only the use of computer applications, to an emphasis on computer programming, to a more recent era which includes technology ethics as an equally important area of study. In serving a bilingual school, the Lycée’s digital learning team adapted teaching methods for a bilingual student body. The multiculturalism of the school presents the opportunity for fertile ethics discussions, since cultural values often impact values regarding technology use.
Highlights
Given the current speed of technological change, the proliferation of technology into personal spaces and the young age at which children first encounter technology, the educational community needs to shift our priorities and our discourse in reference to technology and computer science education
Differences in linguistic backgrounds, cultural norms and legal systems often impact the development of values regarding what is ethical
When ethics is introduced to the curriculum, nuanced language is important to convey meaning appropriately
Summary
Given the current speed of technological change, the proliferation of technology into personal spaces and the young age at which children first encounter technology, the educational community needs to shift our priorities and our discourse in reference to technology and computer science education. This essay aims to encourage computer science educators to focus significant time and energy on ethics in order to foster student development of habits and attitudes that support healthy relationships with technology. This essay is structured to first explore the background of technology and computer science education and explains how the evolution of the field impacted the experience of one bilingual and multicultural school, the Lycée Français de New York. Differences in linguistic backgrounds, cultural norms and legal systems often impact the development of values regarding what is ethical. Exploring these value differences can unearth key realizations about beliefs regarding technology use and design. The essay will advocate for the need for more student voice in ethics-based computer science and technology education. It is imperative that teachers engineer learning experiences that help students develop strategies regarding how they use technology not how they anticipate they might do so in the future
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