Technoethical audit for the sustainable use of digital platforms in Primary Education
DOI:
https://doi.org/10.7203/realia.33.28326Keywords:
platformization, datification, educational ethics, technoethical audit, teaching digital competence
Abstract
The widespread use of digital platforms in primary education entails problematic implications on an ethical and sustainable level, such as the generation and use of data that benefits agents indirectly involved in the teaching and learning process. However, there is little research and practical solutions at this educational level. We present a techno-ethical audit tested by the teaching staff of a school in Catalonia to encourage reflection on the social, commercial, environmental and pedagogical issues involved in the use of technology in education. The results show a negative technological assessment of the platforms used in the case study. Furthermore, a low level of awareness has been evident that has improved after the audit, generating knowledge about metadata or hidden data, the accessibility and inclusivity of the platforms, their environmental impact, the commercial interests of Bigtech as supplier companies, and the intertwined pedagogical justification for its use. In light of the results and based on the bibliography on the subject, we propose recommendations for the administration, the school and teachers as conclusions that guarantee the ethical and sustainable use of digital platforms.
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