Responsible Use Of Technology Research Articles

PROMOTING NANOSCIENCE TOPICS IN FORMAL EDUCATION

In general, considering a reasonable and relative periodicity, the school curriculum has to pass a process of updating and/or reform - in many cases, in strong connection to the nature and extent of the changes that occurred in each educational system, but also linked with what is happening in the society. Nowadays, many opportunities for getting knowledge and developing personal and social affirmation of each individual are related to the spectacular advancement of science and technology. In the actual context, significant changes are noticed in the labor market, pushing the educational systems to anticipate the needs of the near-future society, not just to react to technological developments. In this respect, creativity, entrepreneurial and managerial skills, responsible use of technology, responsible research and innovation, are already present in the education of the 21st century. In this respect, nano-education has been introduced and developed in Romania, and recording an entire process of consolidation, especially at the level of higher education - promoting nano-area as one of the most dynamic big domains in the world of research since the beginning of the century. However, in secondary education, the preoccupations remain sporadic, several positive aspects being recorded especially in non-formal education. This paper tries to offer an answer related to how important nano-education is for the actual generation of youngers, and what are the main problems that teachers face when trying to promote aspects linked with the nano-world.

Review: Responsible use of technology to combat Cyberbullying among adolescents

Cyberbullying has become a major challenge for authorities, parents, guardians and schools in particular, especially in the era of the digital world. This paper reviews available empirical research to examine the issues such as the responsible use of technology amongst young people, parents and schools responsibility to protect against Cyberbullying. The analysis revealed that the responsible use of technology provides better practices to encourage comparisons because of these new digital technologies. Parents and educators are the key to Cyber ethics, therefore teaching the responsible use of technology whilst focusing on Cyber ethics at the start of young people’s exposure to technology use may be an excellent strategy to reduce the growth and impact of Cyberbullying. The paper will also review good practices for young people, school communities and parents to prevent and manage Cyberbullying and unethical behaviours online. These claims are examined using current literature to ensure a better understanding of responsible use of technology and understanding of Cyberbullying in order to support young people to combat this immerging societal challenge.

СУЧАСНІ ПІДХОДИ ДО РОЗВИТКУ ЦИФРОВОЇ КОМПЕТЕНТНОСТІ ЛЮДИНИ ТА ЦИФРОВОГО ГРОМАДЯНСТВА В ЄВРОПЕЙСЬКИХ КРАЇНАХ

Стаття присвячена сучасним підходам до розвитку цифрової компетентності людини та цифровому громадянству, що є новим для країн Європи. Представлено сучасні європейські підходи до використання цифрових засобів у навчальному процесі, зокрема в професійній діяльності вчителів, які підтримують новий рівень спілкування і взаємодії всіх учасників навчально-виховного процесу і спрямовані на розвиток цифрової компетентності суб’єктів навчального процесу. Подано визначення поняття «цифрове громадянство» у контексті сучасних європейських тенденцій, яке передбачає здатність людини позитивно, критично та грамотно брати участь у цифровому середовищі, спираючись на навички ефективного спілкування та творення, практикувати форми соціальної участі, які поважають права та гідність людини завдяки відповідальному використанню технологій. Виокремлено складові та надано характеристики цифрового громадянства. Подано три його ключові елементи: цифрова взаємодія, цифрова відповідальність та цифрова участь. Окреслено роль та важливість цифрової компетентності в здійсненні цифрового громадянства. Подано бачення Ради Європи щодо освіти з цифрового громадянства як розширення можливостей для молоді та набуття компетентностей для навчання та активної участі в цифровому суспільстві. Зосереджено особливу увагу на запровадженні у країнах Європи «цифрової громадянської освіти» з метою заохочення молоді до розвитку цифрових навичок та їх використання в Інтернет-просторі, що передбачає особисте залучення та творчість, а також усвідомлення юридичних наслідків власної онлайн діяльності. Підкреслено важливість набуття знань, умінь та компетентностей для вчителів та учнів щодо здійснення та відстоювання своїх демократичних прав та обов'язків в Інтернеті, а також для просування та захисту прав людини, демократії та верховенства права в кіберпросторі. Особлива увага зосереджена на необхідності адаптування інструментів з використанням інформаційно-комунікаційних технологій для навчання до аудиторії. Підкреслено важливість того, щоб онлайн засоби, які використовує вчитель, були різнобічними та використовувались як засоби надання зворотного зв’язку для створення можливості краще зрозуміти власні сильні та слабкі сторони використання ІКТ та знаходження власних шляхів досягнення успіху.

Media life in the Anthropocene

This short article focuses on the interrelation of two seemingly invisible phenomena that have a growing influence on our daily lives: on the one hand, our intimate relationship with devices and practices mediated by technology, which make up our media life, and on the other, the great impact that our way of life has on the planet that we inhabit, which invites us to think about our role in the Anthropocene, a new geological era in which human activity is the main agent of change in the Earth’s ecosystems. Regarding these key trends as closely connected gives us the opportunity to find accessible solutions to our daily concerns on environmental issues. In other words, considering our media life in the Anthropocene means to be aware of the challenges that we face while asking ourselves how to claim a responsible use of technology that – in line with our humanity – will help us to confront them.

Educación mediática en México: de la vulnerabilidad y riesgos entre usuarios de redes sociales

The fragility and vulnerability caused by some practices and habits in the face of media consumption and the use of technologies by Mexicans lead to discuss the absence of educational policies aimed at media education and digital literacy: an issue that has historically been pending in the public agenda and among academic communities in the past few years. This article starts from an experience lived in the state of Veracruz, which triggered a series of events unveiling the vulnerability in the consumption and use of ICTs that affects its citizens. Thus, some theoretical aspects that contribute to seize the importance of media education and the responsible use of technologies in a country like Mexico are recovered, since events related to such expe­rience still occur nowadays with poor results.

Ethical Leadership in the Digital Age: Assessing the Role of Leaders in Nurturing Ethical Behavior in Technology-Driven Organizations

This research paper investigates the role that leaders play in the development of ethical behaviour within technology-driven organisations in the modern day via the lens of a research question. Because of the fast advances in technology, organisations are now faced with one-of-a-kind ethical dilemmas that can only be navigated successfully with strong leadership. The purpose of this research is to evaluate the significance of ethical leadership in establishing an ethical culture and encouraging the responsible use of technology. This paper investigates the role that leaders play in establishing ethical norms, serving as an example of ethical behaviour, and fostering an atmosphere that encourages ethical decision-making. In addition to this, the article underlines the ethical implications of new technology and analyses several techniques for establishing ethical leadership in today's digital age. This study intends to give insights into the relevance of ethical leadership in technology-driven organisations and to advise future leadership practises in the digital age by evaluating the effect that ethical leadership has on the results of organisational activities.

Young people and digital services: Analysis of the use, rules, and age requirement

•There is a different use of digital services by age among teenagers.•Breaking the age requirement of digital services is quite common among teens.•About 50% of teens use services like Whatsapp without meeting age requirement.•Teens are not aware of the seriousness of breaking the rules of online services•It is urgent to launch educational plans to promote a responsible use of technology.

Digital Narration and Didactics of History in High School

The main focus of this work is on didactic planning (in high schools) with a special emphasis on the following topics: the use of problem-solving and social media in a course centered on scientific knowledge, participatory and collaborative activities, on and off line, the paradigms of collective intelligence (), and connective intelligence (, ) and technical skills. The work methodology includes the creation of an integrated educational environment functional to the promotion of process-based learning for the presence of learning practices in the formal didactic setting taken from non-formal or informal contexts, as suggested by Luciano . The leading hypothesis of the work is concerned with the participatory practices (production-sharing-socialization) which are used in a structured learning context and on their effects: a) to increase the degree of interest and involvement of the students and, b) to have a positive effect on subject knowledge (learning history), and cross-curricular knowledge (responsible use of technologies).

Special issue editorial: synthetic biology, global health, and its global governance

Special issue editorial: synthetic biology, global health, and its global governance

Hans Jonas on Technology, Mathematics and Human Nature

The promise and perils of technology rightly provoke awe, thanks, and hope, but also the dread of man-caused natural and social disaster. Technology, and the remarkable mathematical view of nature upon which it is founded, are implicated in raging rifts among nations, rooted indiffering images of human nature, freedoms, and ends. The philosopher Hans Jonas achieved key insights into organic life in its relations to technology and mathematics, culminating in critical and cautionary calls for responsible use of technology. This essay explores Jonas' thought on mathematics, technology, and human nature, and its relevance for a critique of transhumanism's image of man and human transcendence. Inspired by Jonas, the essay sketches an alternative image of human nature and self transcendence in four theses on reason and value, the world, responsibility, and transcendence.

Are Human Rights Important In Bioethics?

Are Human Rights Important In Bioethics?

Teaching and learning about bioscience ethics with undergraduates.

Bioscience ethics acts as a practical interface between science and bioethics. It links scientific endeavour and its application into adaptive forms of bioethical consensus. Its major elements are increased understanding of biological systems, responsible use of technology, and curtailment of ethnocentric debates in tune with new scientific insights. This paper briefly describes the students' learning experience gained from the vacation unit BIOL 240, Introduction to Bioscience Ethics, as taught in biology, Macquarie University. On the basis of our evidence students were overwhelmingly positive about their learning because the unit assisted them to better face dilemmas that arise from the application of science and technology. The structure also provided active engagement with the subject matter and preferred learning environments that supported and contested their understanding of concepts relevant to bioscience and bioethics.

The Public Health, Safety and Welfare: An Analysis of the Social Responsibilities of Engineers

What obligations does an engineer have to protect the public interest in the creation and use of new technologies? How can the engineer best act so as to fulfill his or her responsibilities to the public? This paper considers these questions from the point of view of social ethics, by means of case studies of engineers in the nuclear power industry. An ethical framework is presented that allows us to define the social responsibilities of engineers. The modes of action generally available to engineers for fulfilling those responsibilities are then analyzed. All of these are judged to be inadequate, leading to the conclusion that unless the decision-making structures for the use of technology are changed, engineers will continue to be frustrated in their ability to ensure the responsible use of technology.