Ethical issues surrounding the adoption of mobile learning in the Asia-pacific region

Dyson, LE; Wishart, J; Andrews, T

Ethical issues surrounding the adoption of mobile learning in the Asia-pacific region

Dyson, LE Wishart, J Andrews, T

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Publisher:: Springer
Publication Type:: Chapter
Citation:: Mobile Learning in Higher Education: in the Asia-Pacific Region Harnessing Trends and Challenging Orthodoxies, 2017, 40, pp. 45-65
Issue Date:: 2017-01-01

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Field	Value	Language
dc.contributor.author	Dyson, LE
dc.contributor.author	Wishart, J
dc.contributor.author	Andrews, T
dc.date.accessioned	2022-12-14T02:50:33Z
dc.date.available	2022-12-14T02:50:33Z
dc.date.issued	2017-01-01
dc.identifier.citation	Mobile Learning in Higher Education: in the Asia-Pacific Region Harnessing Trends and Challenging Orthodoxies, 2017, 40, pp. 45-65
dc.identifier.isbn	978-981-10-4943-9
dc.identifier.uri	http://hdl.handle.net/10453/164398
dc.description.abstract	Mobile technologies are increasingly part of the everyday life of people in the Asia-Pacific Region and are used to support a range of work, life and learning activities. In spite of the high penetration of mobile phones into all socio-economic groups, many educational organisations, from primary school to higher education, have been slow to adopt mobile learning. In large part, this is due to concerns about ethics and possible misuse of these devices. Examples include fears of students being distracted if they bring their mobile phones to the classroom, concerns over cheating and worries about the use of personal information. Mobile devices tend to be associated with play, not work, leading to misperceptions by others that students are not on task when seen using their mobile device in an educational setting. In addition, there are equity issues if not all students have access to the technology. However, vignettes presented in this chapter also demonstrate how mobile learning is being used to overcome major educational inequities in the region. The authors propose strategies for fostering a proactive approach, taking into account local contexts and cultures. These include student education regarding responsible behaviour, professional workshops for teachers based on ethical scenario development and the development of institutional and national guidelines.
dc.format.extent	30
dc.language	en
dc.publisher	Springer
dc.relation.ispartof	Mobile Learning in Higher Education: in the Asia-Pacific Region Harnessing Trends and Challenging Orthodoxies
dc.relation.ispartofseries	Education in the Asia-Pacific Region: Issues, Concerns and Prospects
dc.relation.isbasedon	10.1007/978-981-10-4944-6_3
dc.rights	info:eu-repo/semantics/restrictedAccess
dc.title	Ethical issues surrounding the adoption of mobile learning in the Asia-pacific region
dc.type	Chapter
utslib.citation.volume	40
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Engineering and Information Technology
pubs.organisational-group	/University of Technology Sydney/Strength - HCTD - Human Centred Technology Design
pubs.organisational-group	/University of Technology Sydney/Faculty of Engineering and Information Technology/School of Computer Science
utslib.copyright.status	recently_added	*
pubs.consider-herdc	false
dc.date.updated	2022-12-14T02:50:30Z
pubs.place-of-publication	Switzerland
pubs.publication-status	Published
pubs.volume	40
dc.location	Switzerland

Abstract:

Mobile technologies are increasingly part of the everyday life of people in the Asia-Pacific Region and are used to support a range of work, life and learning activities. In spite of the high penetration of mobile phones into all socio-economic groups, many educational organisations, from primary school to higher education, have been slow to adopt mobile learning. In large part, this is due to concerns about ethics and possible misuse of these devices. Examples include fears of students being distracted if they bring their mobile phones to the classroom, concerns over cheating and worries about the use of personal information. Mobile devices tend to be associated with play, not work, leading to misperceptions by others that students are not on task when seen using their mobile device in an educational setting. In addition, there are equity issues if not all students have access to the technology. However, vignettes presented in this chapter also demonstrate how mobile learning is being used to overcome major educational inequities in the region. The authors propose strategies for fostering a proactive approach, taking into account local contexts and cultures. These include student education regarding responsible behaviour, professional workshops for teachers based on ethical scenario development and the development of institutional and national guidelines.

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http://hdl.handle.net/10453/164398