Etické a bezpečnostní aspekty využívání ICT ve výuce chemie

Dagmar Stárková; Martin Rusek

doi:10.14712/18047106.374

Vol. 7 No. 2 (2016): sciED Research Reports

Ethical and Safety Aspects of the Use of ICT in Chemistry Education

Dagmar Stárková, ¹ Martin Rusek, ¹

Katedra učitelství a didaktiky chemie, Pedagogická fakulta Univerzity Karlovy

DOI: https://doi.org/10.14712/18047106.374

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Stárková, D., & Rusek, M. (2016). Ethical and Safety Aspects of the Use of ICT in Chemistry Education. Scientia in Educatione, 7(2), 100-110. https://doi.org/10.14712/18047106.374

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Abstract

Information and communication technology (ICT) has become an integral part of education. This brings not only a question of the eï¬ciency of these technologies, but also of the possible ethical and safety risk related to them. For teachers and students, it is important not only to be familiar with safety rules and the legal and moral principles underlying the use of ICT (especially on the Internet), but also to be capable of applying them correctly. This concerns above all the basic ethical codes and legislative framework.
The paper is based on a survey which sought to categorize teachers according to their attitudes towards the use of ICT in chemistry education. A follow-up qualitative inquiry then seeks to survey the strategies the innovative teachers incorporate in terms of computer ethics and safety risk when using ICT in education. The respondents’ answers indicate that ICT is seen as an indisputable part of chemistry education. The results suggest that students use the Internet network to communicate, search for information, or to practice knowledge by means of online tests, applications or games. The teachers tended to emphasize citations of online sources as a potential ethical issue, with other ethical aspects (e.g. netiquette, diﬀerent applications of copyright law under licenses, etc.) taking the back seat. It also seems that teachers tend to underplay the signiﬁcance of safety aspects.

References

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Warren, T. (2015). Theories of the Information Society. Technical Communication, 62(3), 217–217. Search in Google Scholar
Weaver, N. E. & Barnard, E. (2015). A citation analysis of psychology students’ use of sources in online distance learning. Journal of Library and Information Services in Distance Learning, 9(4), 312–329. Search in Google Scholar
Zhou, Q., Hu, J. & Gao, S. (2010). Chemistry teachers’ attitude towards ICT in Xi’an. Procedia – Social and Behavioral Sciences, 2(2), 4629–4637. Search in Google Scholar
Zlatuška, J. (1998, duben 4.). Informační společnost. Zpravodaj ÚVT MU, 1–6. Search in Google Scholar
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[1] Ayub, A. F. M., Abu Bakar, K. & Ismail, R. (2015). Factors predicting teachers’ attitudes towards the use of ICT in teaching and learning. In I. Mohamed, L. T. How, A. C. Y. Mui & W. K. Bin (Eds.), 22nd National Symposium on Mathematical Sciences. AIP Publishing. Search in Google Scholar

[2] Barquin, R. C. (1992). In pursuit of a ‘ten Commandments’ for computer ethics. Computer Ethics Institute. Dostupné z http://computerethicsinstitute.org/barquinpursuit1992.html Search in Google Scholar

[3] Beneš, P. & Rambousek, V. (2005). Výzkum vzdělávání pro život v informační společnosti. In Vzdělávání pro život v informační společnosti. (9–24) Praha: UK PedF. Search in Google Scholar

[4] Beneš, P., Rusek, M. & Kudrna, T. (2015). Tradice a současný stav pomůckového zabezpečení edukačního chemického experimentu v České republice. Chemické listy, 109(2), 159–162. Search in Google Scholar

[5] Blicblau, A. S., Bruwer, M. & Dini, K. (2016). Do engineering students perceive that diﬀerent learning and teaching modes improve their referencing and citation skills? International Journal of Mechanical Engineering Education, 44(1), 3–15. Search in Google Scholar

[6] Carroll, M. W. (2006). Creative commons and the new intermediaries. Michigan State Law Review, 45, 2005–2013. Search in Google Scholar

[7] Černochová, M., Siňor, S. & Kankaanrinta, I. K. (2001). Jak budoucí učitelé přijímají novinky ze světa informačních a komunikačních technologií. In H. Lukášová & P. Květoň (Eds.), Nové možnosti vzdělávání a pedagogický výzkum (330–336). Ostrava: Ostravská univerzita, Pedagogická fakulta. Search in Google Scholar

[8] Elkin-Koren, N. (2006). Creative Commons: A skeptical view of a worthy pursuit. In L. Guibault & P. Bernt Hugenholtz (Eds.), The future of the public domain: Identifying the Commons in Information Law (325–344). Alphen aan den Rijn: Kluwer Law Inernational. Search in Google Scholar

[9] Goldsmith, R. E. & Foxall, G. R. (2003). The measurement of innovativeness. In L. V. Shavinina (Ed.), The International Handbook on Innovation (321–330). Oxford: Pergamon. Search in Google Scholar

[10] Gramotnosti ve vzdělávání: příručka pro učitele. (2011). Praha: VÚP. Search in Google Scholar

[11] Kankaanrinta, I. K. (2000). Finnish kindergarden student teachers attitudes towards modern information and communication technologies. In S. Tella (Ed.), Media, Mediation, Time and Communication (147–169). Helsinki: University of Helsinki. Search in Google Scholar

[12] Lee, E.-J. & Ryucheongsan. (2009). The primary school students’ attitude and behavior of the netiquette. Journal of Korean Practical Arts Education, 15(1), 109–124. Search in Google Scholar

[13] Oblinger, D. G. & Oblinger, J. L. (2005). Educating the Net Generation. Washington, DC: Educause. Search in Google Scholar

[14] Odcházelová, T. (2014). Role multimédií ve výuce přírodních věd. Scientia in educatione, 5(2), 2–12. Search in Google Scholar

[15] OECD. (2012). PISA 2012 Assessment and Analytical Framework.Paříž: OECD Publishing. Search in Google Scholar

[16] Papáček, M. (2010). Badatelsky orientované přírodovědné vyučování – cesta pro biologické vzdělávání generací Y, Z a alfa? Scientia in educatione, 1(1), 33–49. Search in Google Scholar

[17] Papert, S. (1994). Children’s Machine: Rethinking school in the age of the computer. New York: BasicBooks. Search in Google Scholar

[18] Rogers, E. M. (2000). The diﬀusion of innovation: Model and outreach from the National Network of Libraries of Medicine to Native American communities. In C. Burroughs (Ed.), Measuring the Diﬀerence: Guide to Planning and Evaluating Health Information Outreach. Seattle: National Network of Libraries of Medicine. Search in Google Scholar

[19] Rogers, E. M. (2003). Diﬀusion of Innovations. New York: The Free Press. Search in Google Scholar

[20] Rusek, M. (2013). Výzkum postojů žáků středních škol k výuce chemie na základní škole [Disertační práce]. Praha: Univerzita Karlova, Pedagogická fakulta. Search in Google Scholar

[21] Rusek, M. (2014). Efekt zařazení chemie do kurikula středních odborných škol nechemického zaměření. Scientia in educatione, 5(2), 13–29. Search in Google Scholar

[22] Sahin, I. (2006). Detailed review of rogers’ diﬀusion of innovations theory and educational technology-related studies based on rogers’ theory. The Turkish Journal of Educational Technology, 5(2), 14–23. Search in Google Scholar

[23] Sanchez, A.-B., Mena Marcos, J.-J., Gonzalez, M. & GuanLin, H. (2012). In service Teachers’ attitudes towards the use of ICT in the classroom. Procedia – Social and Behavioral Sciences, 46, 1358–1364. Search in Google Scholar

[24] Scheuermann, L. & Taylor, G. (1997). Netiquette. Internet Research-Electronic Networking Applications and Policy, 7(4), 269–273. Search in Google Scholar

[25] Stárková, D. & Rusek, M. (2015). Postoje studentů učitelství chemie k využití informačních a komunikačních technologií ve výuce chemie. In H. Cídlová (Ed.), XXIV. Mezinárodní konference o výuce chemie DIDAKTIKA CHEMIE A JEJÍ KONTEXTY (193–199). Brno: Masarykova univerzita. Search in Google Scholar

[26] Thompson, P. (2013). The digital natives as learners: Technology use patterns and approaches to learning. Computers & Education, 65, 12–33. Search in Google Scholar

[27] Uloyol, C¸. & S¸ahin, S. (2014) Elementary school teachers’ ICT use in the classroom and their motivators for using ICT. British Journal of Educational Technology, 47(1), 65–75. Search in Google Scholar

[28] Ultay, N. & Calik, M. (2012). A thematic review of studies into the eﬀectiveness of context-based chemistry curricula. Journal of Science Education and Technology, 21(6), 686–701. Search in Google Scholar

[29] Valverde-Crespo, D. & Gonzalez-Sanchez, J. (2016). Search and selection of information about physics and chemistry by means of digital resources like Wikipedia carried out by secondary students. Revista Eureka Sobre Ensenanza Y Divulgacion De Las Ciencias, 13(1), 67–83. Search in Google Scholar

[30] Warren, T. (2015). Theories of the Information Society. Technical Communication, 62(3), 217–217. Search in Google Scholar

[31] Weaver, N. E. & Barnard, E. (2015). A citation analysis of psychology students’ use of sources in online distance learning. Journal of Library and Information Services in Distance Learning, 9(4), 312–329. Search in Google Scholar

[32] Zhou, Q., Hu, J. & Gao, S. (2010). Chemistry teachers’ attitude towards ICT in Xi’an. Procedia – Social and Behavioral Sciences, 2(2), 4629–4637. Search in Google Scholar

[33] Zlatuška, J. (1998, duben 4.). Informační společnost. Zpravodaj ÚVT MU, 1–6. Search in Google Scholar

[34] Zounek, J. & Sebera, M. (2005). Budoucí učitelé a inovace v blasti informačních a komunikačních technologií. Sborník prací Filosoﬁcké fakulty Brněnské univerzity, 2005(10), 95–108. Search in Google Scholar

Scientia in educatione

Ethical and Safety Aspects of the Use of ICT in Chemistry Education

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