Cuestiones éticas en el uso de tecnologías en contextos educativos
Una revisión panorámica
Resumen El creciente uso de la tecnología en escenarios educativos no siempre ha tenido en cuenta las implicaciones éticas que puede conllevar su utilización. A pesar de su impacto, la práctica educativa ha mostrado un interés limitado por preocuparse por la ética, junto con el hecho de que la investigación solo ha despertado una ligera atención para explorar estas cuestiones. Esta revisión panorámica pretende ofrecer una visión general de las evidencias disponibles en la investigación y la práctica educativas en relación con las cuestiones éticas de la tecnología educativa, así como las lagunas de conocimiento sobre el tema. Se incluyó en la revisión una muestra de 99 estudios y se codificaron según las características básicas del estudio, el alcance y los métodos de investigación, las estrategias y las recomendaciones. Los datos recopilados muestran un importante crecimiento de la investigación en dos periodos de tiempo concretos: 2006-2010, con la aparición de los medios sociales, y en 2015-2020, que incluye el tiempo de emergencia educativa pandémica. Los resultados también muestran dos temas de investigación destacados: privacidad/confidencialidad de los datos y honestidad académica y propiedad intelectual. Muchos de los temas estaban presentes desde los primeros años del campo de la Tecnología Educativa, mientras que otros aparecieron recientemente en el siglo XXI. Una importante presencia de estudios teóricos muestra que la discusión filosófica sigue siendo predominante, y se observan tímidos movimientos en relación con la práctica educativa. Las conclusiones reflexionan sobre la necesidad de trabajar en nuevas recomendaciones hacia prácticas que consideren activamente estas cuestiones éticas en tecnología educativa.
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Moore, S. L., & Ellsworth, J. B. (2014). Ethics of Educational Technology. In J. M. Spector, M. D. Merrill, J. Elen, & M. J. Bishop (Eds.), Handbook of Research on Educational Communications and Technology (pp. 113–127). Springer New York. 10.1007/978-1-4614-3185-5_10
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Williamson, B., Eynon, R., & Potter, J. (2020). Pandemic politics, pedagogies and practices: Digital technologies and distance education during the coronavirus emergency. Learning, Media and Technology, 45(2), 107–114. 10.1080/17439884.2020.1761641
Williamson, B., & Hogan, A. (2020). Commercialisation and privatisation in/of education in the context of Covid-19. Education International.
Yeaman, A. R. J., Koetting, J. R., & Nichols, R. G. (1994). Critical Theory, Cultural Analysis and the Ethics of Educational Technology as Social Responsibility. Educational Technology, 34(2), 5–13.
Zachos, G., Paraskevopoulou-Kollia, E.-A., & Anagnostopoulos, I. (2018). Social Media Use in Higher Education: A Review. Education Sciences, 8(4), 194. 10.3390/educsci8040194
Aissaoui, N. (2021). The digital divide: A literature review and some directions for future research in light of COVID-19. Global Knowledge, Memory and Communication. 10.1108/GKMC-06-2020-0075
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Arksey, H., & O’Malley, L. (2005). Scoping studies: Towards a methodological framework. International Journal of Social Research Methodology, 8(1), 19–32. 10.1080/1364557032000119616
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Caena, F., & Redecker, C. (2019). Aligning teacher competence frameworks to 21st century challenges: The case for the European Digital Competence Framework for Educators (Digcompedu). European Journal of Education, 54(3), 356–369. 10.1111/ejed.12345
Carrera Farran, F. X., González Martínez, J., & Coiduras Rodríguez, J. L. (2016). Ética e investigación en Tecnología Educativa: Necesidad, oportunidades y retos. Revista Interuniversitaria de Investigación en Tecnología Educativa, (0). 10.6018/riite2016/261081
Castañeda, L., & Selwyn, N. (2018). More than tools? Making sense of the ongoing digitizations of higher education. International Journal of Educational Technology in Higher Education, 15(1), 22, s41239-018-0109-y. 10.1186/s41239-018-0109-y
Castañeda, L., & Tur, G. (2020). Resources and Opportunities for Agency in PLE- Related Pedagogical Designs: A Literature Exploration. Interaction Design and Architecture(s) Journal - IxD&A, 45, 50–68. 10.55612/s-5002-045-002
Cortés Pascual, P. A. (2006). Un análisis de la orientación profesional desde la tecnoética educativa. REOP - Revista Española de Orientación y Psicopedagogía, 17(2), 181–193. 10.5944/reop.vol.17.num.2.2006.11345
Ely, D., & Plomp, T. (1996). Classic writings on instructional technology. Libraries Unlimited.
European Commission. Joint Research Centre (2022). DigComp 2.2, The Digital Competence framework for citizens: With new examples of knowledge, skills and attitudes. Publications Office. https://d66z.short.gy/IDBM2j
Grant, M. J., & Booth, A. (2009). A typology of reviews: An analysis of 14 review types and associated methodologies: A typology of reviews, Maria J. Grant & Andrew Booth. Health Information & Libraries Journal, 26(2), 91–108. 10.1111/j.1471-1842.2009.00848.x
Greenhow, C., & Askari, E. (2017). Learning and teaching with social network sites: A decade of research in K-12 related education. Education and Information Technologies, 22(2), 623–645. 10.1007/s10639-015-9446-9
Holmes, W., Porayska-Pomsta, K., Holstein, K., Sutherland, E., Baker, T., Shum, S. B., Santos, O. C., Rodrigo, M. T., Cukurova, M., Bittencourt, I. I., & Koedinger, K. R. (2021). Ethics of AI in Education: Towards a Community-Wide Framework. International Journal of Artificial Intelligence in Education. 10.1007/s40593-021-00239-1
Januszewski, A., & Molenda, M. (Eds.). (2007). Educational technology: A definition with commentary (2nd ed.). Routledge.
Kim, H. J., & Uysal, H. (2021). Shifting the discourse of plagiarism and ethics: A cultural opportunity in higher education. International Journal of Ethics Education, 6(1), 163–176. 10.1007/s40889-020-00113-z
Kimmons, R. (2020). Current Trends (and Missing Links) in Educational Technology Research and Practice. TechTrends, 64(6), 803–809. 10.1007/s11528-020-00549-6
Kimmons, R., & Rosenberg, J. M. (2022). Trends and Topics in Educational Technology, 2022 Edition. TechTrends, 66(2), 134–140. 10.1007/s11528-022-00713-0
Krutka, D. G., Heath, M. K., & Smit, R. M. (2022). Toward a Civics of Technology. Journal of Technology and Teacher Education, 30(2), 229–237.
Kühn Hildebrandt, C. (2019). Whose interest is educational technology serving? Who is included and who is excluded? RIED. Revista Iberoamericana de Educación a Distancia, 22(1), 207. 10.5944/ried.22.1.22293
Lin, H. (2007). The ethics of instructional technology: Issues and coping strategies experienced by professional technologists in design and training situations in higher education. Educational Technology Research and Development, 55(5), 411–437. 10.1007/s11423-006-9029-y
Lucey, T. A., & Grant, M. M. (2009). Ethical issues in instructional technology: An exploratory framework. Multicultural Education and Technology Journal, 3(3), 196–212. 10.1108/17504970910984871
Luppicini, R. (2010). Educational and Professional Technoethics. In Technoethics and the Evolving Knowledge Society: Ethical Issues in Technological Design, Research, Development, and Innovation (pp. 163-180). IGI Global. 10.4018/978-1-60566-952-6.ch009
Marín, V. I., de Benito, B., & Darder, A. (2020). Technology-Enhanced Learning for Student Agency in Higher Education: A Systematic Literature Review. Interaction Design and Architecture(s) Journal, 45, 15–49. 10.55612/s-5002-045-001
Marín, V. I., Carpenter, J. P., & Tur, G. (2021). Pre‐service teachers’ perceptions of social media data privacy policies. British Journal of Educational Technology, 52(2), 519–535. 10.1111/bjet.13035
Marín, V. I., & Tur, G. (2023). La privacidad de los datos en Tecnología Educativa: resultados de una revisión de alcance. Edutec. Revista Electrónica de Tecnología Educativa, (83), 7-23. 10.21556/edutec.2023.83.2701
Mason, R. O. (1986). Four ethical issues of the information age. MIS Quarterly, 10(1), 5-12. 10.2307/248873
Mâță, L., Poenaru, A.-G., & Boghian, I. (2022). Current Issues of Ethical Use of Information Technology from the Perspective of University Teachers. EAI/Springer Innovations in Communication and Computing, 163–179. 10.1007/978-981-16-1951-9_11
Moore, S. L., & Ellsworth, J. B. (2014). Ethics of Educational Technology. In J. M. Spector, M. D. Merrill, J. Elen, & M. J. Bishop (Eds.), Handbook of Research on Educational Communications and Technology (pp. 113–127). Springer New York. 10.1007/978-1-4614-3185-5_10
Munn, Z., Peters, M. D. J., Stern, C., Tufanaru, C., McArthur, A., & Aromataris, E. (2018). Systematic review or scoping review? Guidance for authors when choosing between a systematic or scoping review approach. BMC Medical Research Methodology, 18(1), 143. 10.1186/s12874-018-0611-x
Olcott Jr., D., Carrera Farran, X., Gallardo Echenique, E. E., & González Martínez, J. (2015). Ethics and education in the digital age: Global perspectives and strategies for local transformation in Catalonia. RUSC Universities and Knowledge Society Journal, 12(2), 59–72. 10.7238/rusc.v12i2.2455
Otchie, W. O., & Pedaste, M. (2020). Using Social Media for Learning in High Schools: A Systematic Literature Review. European Journal of Educational Research, 9(2), 889–903. 10.12973/eu-jer.9.2.889
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., McGuinness, L. A., Stewart, L. A., Thomas, J., Tricco, A. C., Welch, V. A., Whiting, P., & Moher, D. (2021). The PRISMA 2020 statement: an updated guideline for reporting systematic reviews. BMJ, 372, n71. 10.1136/bmj.n71
Peace, A. G., & Hartzel, K. S. (2002). Ethical Concerns Raised by the Use of the Internet in Academia. Journal of Information Ethics, 11(2), 17-32.
Sari, D. I., Rejekiningsih, T., & Muchtarom, M. (2020). Students’ digital ethics profile in the era of disruption: An overview from the internet use at risk in Surakarta City, Indonesia. International Journal of Interactive Mobile Technologies, 14(3), 82–94. 10.3991/ijim.v14i03.12207
Soler-Costa, R., Lafarga-Ostáriz, P., Mauri-Medrano, M., & Moreno-Guerrero, A.-J. (2021). Netiquette: Ethic, Education, and Behavior on Internet—A Systematic Literature Review. International Journal of Environmental Research and Public Health, 18(3), 1212. 10.3390/ijerph18031212
Spector, J. M. (2016). Ethics in educational technology: Towards a framework for ethical decision making in and for the discipline. Educational Technology Research and Development, 64(5), 1003–1011. 10.1007/s11423-016-9483-0
Sutton, A., Clowes, M., Preston, L., & Booth, A. (2019). Meeting the review family: Exploring review types and associated information retrieval requirements. Health Information & Libraries Journal, 36(3), 202–222. 10.1111/hir.12276
Thomas, J., Graziosi, S., Brunton, J., Ghouze, Z., O’Driscoll, P., & Bond, M. (2020). EPPI-Reviewer: Advanced software for systematic reviews, maps and evidence synthesis. EPPI-Centre Software, UCL Social Research Institute.
Tricco, A. C., Lillie, E., Zarin, W., O’Brien, K. K., Colquhoun, H., Levac, D., Moher, D., Peters, M. D. J., Horsley, T., Weeks, L., Hempel, S., Akl, E. A., Chang, C., McGowan, J., Stewart, L., Hartling, L., Aldcroft, A., Wilson, M. G., Garritty, C., Lewin, S., Godfrey, C. M., Macdonald, M. T., Langlois, E. V., Soares-Weiser, K., Moriarty, J., Clifford, T., Tunçalp, Ö., & Straus, S. E. (2018). PRISMA Extension for Scoping Reviews (PRISMA-ScR): Checklist and Explanation. Annals of Internal Medicine, 169(7). 10.7326/M18-0850
Viera, A. J., & Garrett, J. M. (2005). Understanding Interobserver Agreement: The Kappa Statistic. Family Medicine, 57(5), 360–363.
Weller, M. (2020). 25 Years of Ed Tech. Athabasca University Press. 10.15215/aupress/9781771993050.01
Whitbeck, C. (1996). Ethics as design: Doing justice to moral problems. The Hastings Center Report, 26(3), 9–16.
Williamson, B., Eynon, R., & Potter, J. (2020). Pandemic politics, pedagogies and practices: Digital technologies and distance education during the coronavirus emergency. Learning, Media and Technology, 45(2), 107–114. 10.1080/17439884.2020.1761641
Williamson, B., & Hogan, A. (2020). Commercialisation and privatisation in/of education in the context of Covid-19. Education International.
Yeaman, A. R. J., Koetting, J. R., & Nichols, R. G. (1994). Critical Theory, Cultural Analysis and the Ethics of Educational Technology as Social Responsibility. Educational Technology, 34(2), 5–13.
Zachos, G., Paraskevopoulou-Kollia, E.-A., & Anagnostopoulos, I. (2018). Social Media Use in Higher Education: A Review. Education Sciences, 8(4), 194. 10.3390/educsci8040194
Marín, V. I., & Tur, G. (2024). Cuestiones éticas en el uso de tecnologías en contextos educativos: Una revisión panorámica. Education in the Knowledge Society (EKS), 25, e31301. https://doi.org/10.14201/eks.31301
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