Investigating Ethical Use of Technology in Education Case Study: E.F.L Classes at Ibn Khaldoun University of Tiaret

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General Introduction Chapter One Ethical Theories and their Application in Educational Technology 1.1 Introduction 1.2. Deontological Ethics 1.2.1. Contemporary Ethical Challenges 1.2.1.1 Cultural Competence 1.2.1.1.1 Representation 1.2.1.2. Intellectual Property 1.2.1.3. Critical Theory in Educational Technology 1.2.1.4. System Ethics 1.2.1.5. Social Responsibility of Professionals 1.2.1.5.1. Reinforce Responsible Utility 1.2.1.5.2. Ethical Language Use 1.2.1.6. Fostering a Cultural Ethical Technology Use 1.2.2. Examples of Deontological Theories 1.2.2.1. Kantian Ethics 1.2.2.2. Divine Command Theory 1.2.2.3. Natural Rights Theory 1.2.2.4. Ross’s Prima Facie Duties 1.2.2.5. Rights-Based Ethics 1.3 Utilitarianism 1.3.1. Opportunities 1.3.2. Challenges 1.4. Virtue Ethics 1.4.1. Encouraging Responsible Behavior and Integrity among Educators and Students 1.4.1.1. Educators Role Models 1.4.1.2. Students as Active Participants 1.5. Applying Ethical Theories to Educational Technology 1.5.1. Deontology 1.5.1.1. Importance of Strict Compliance with Data Protection and Regulation 1.5.1.2. GDPR General Data Protection Regulation 1.5.1.2.1. Key Data Protection Principles 1.5.1.2.2. Key Rights 1.5.2. FERPA Family Educational Rights and Privacy 1.5.2.1. Key Rights 1.5.2.2. Implementing Clear Policies for the Responsible Digital Tools 1.5.2.3. Respecting Student’s Privacy 1.5.2.4. Equitable Access to Technology 1.5.2.5. Promoting Responsible Digital Citizenship 1.6. Application of Utilitarianism Theory in Ethical Technology 1.6.1. Designing Technology to Optimize Learning Outcomes for Diverse Populations 1.6.1.1. Design Phase 1.6.1.2. Minimizing Potential Harm as Over-surveillance 1.6.1.3. Addressing Bias in AI Tools 1.7. Application of Virtue Ethics Theory in Educational Technology 1.7.1. Encouraging Digital Citizenship in Online Interaction 1.7.2. Fostering Ethical Behavior in Online Interaction 1.8 Conclusion Chapter Two Theoretical Frameworks for Ethical Technology Integration in Education 2.1 Introduction 2.2. Accessibility 2.2.1. Equitable Access 2.2.1.1. Importance of Equitable Access 2.2.2. Inclusivity 2.2.2.1. Inclusive Innovation 2.2.3. Bridging the Digital Divide 2.2.3.1. The Digital Gender Divide 2.2.3.2. Digital Homework Divide 2.2.4 Privacy And Data Security 2.2.4.1. Digital Privacy Issues in Education 2.2.4.2. Student Data Protection 2.2.4.3. Transparency 2.2.4.4. Compliance With Regulations 2.2.5. Ethical Content and Use 2.2.5.1. Academic Integrity 2.2.5.2. Plagiarism In Academia 2.2.5.3. Balancing Screen Time 2.3. Fairness and Biases 2.3.1. Algorithmic Bias 2.3.2. Equal Opportunity 2.3.3. Teacher Autonomy 2.4. Teacher and student support 2.4.1. Digital literacy 2.4.2. Ongoing Feedback 2.5. Ethical Decision-Making Models 2.5.1. The Four-Component Model (Rest, 1986) 2.5.1.1. Moral Sensitivity (Awareness) 2.5.1.2. Moral Judgment 2.5.1.3. Moral Motivation 2.5.1.4. Moral Character 2.6. Stakeholders Theory 2.7. Sustainability 2.7.1. Ethical Leadership and Policy Development 2.8. Impact of ICT on Teacher Education in the 21st Century 2.9 Conclusion Chapter Three Data Gathering and Analysis 3.1 Introduction 3.2. Data Collection Tools 3.2.1. Teacher and Student Questionnaire 3.2.1.1. Evaluation of Teachers and Students’ Questionnaire 3.2.1.2. Discussion of Teachers and Students’ Questionnaire Results 3.2.2. Teachers’ Questionnaire 3.2.2.1. Analysis of Teachers’ Questionnaire 3.2.2.2. Discussion of the Teacher’s Questionnaire Results 3.3 Conclusion General Conclusion

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