Navigating the intersection of educational technology and ethics; insights from a higher education strategist

Published On: 25 October 2024|

With technology still shaping the current educational landscape, there has never been a more important time to consider ethical dimensions in developing and implementing technologies in education. A Scotland-based Independent Scholar and Higher Education Strategist, Ms Anne-Marie Scott, sounded this caution at the recent Higher Education Conference of Universities South Africa that was held in Pretoria. 

As she explored the complexities of integrating technology into educational systems during a plenary session dedicated to The University, its Future and Academic Freedom – A Global Conversation, she urged for a more ethical and inclusive approach.

Referring to investors, corporations, and those who manufacture technology products for  educational institutions, Ms Scott (right) questioned their motives, saying “They don’t have the same intentions as we do. Who are the tools built for?” Her critical inquiry brought to the fore, the disconnect between the creators of educational technology and the educators who utilise these tools — raising concerns about academic freedom and institutional autonomy. 

In that context, Ms Scott expressed her reservations about the increasing role of artificial intelligence (AI) in educational technology, especially considering the prevailing high pressure on institutions to adopt AI tools not designed in response to educators’ contributions or student needs. “Who is building these systems, driving the product development, and what cultural and societal ideas influence their creation?” 

She raised questions on the ethical implications of using educational technology arising from  venture capital investments, in particular. She said the deeply speculative nature of these technologies and the preoccupation of their manufacturers with profit making above pedagogical value, were bound to undermine ethical considerations.

In Scott’s view, educational technologies should not merely serve as “simple solutions to complex problems.” Instead, they must be integrated thoughtfully into curricula, considering their potential impact on teaching and learning. “I want to see care in the development of my course,” she asserted, advocating for a more nuanced understanding of technology as a pedagogical tool.

Mother Earth matters

One of the most salient points was her call for educators to consider the environmental consequences of their technological choices. She believes that avoiding discussions on the environmental impact of technology is becoming “untenable.” She noted that most educational institutions do not even assess the “environmental footprint of our curriculum.”

Critique before adoption

Scott also urged higher education institutions to think critically about the technologies they adopt. They must question: “How little do we need, and what is the least amount we can use for the largest impact?” She said this inquiry goes beyond mere budgetary concerns; it touches on the philosophical and ethical dimensions of technology in education. In an age where consumerism often drives decision-making, Scott’s emphasis on minimalism resonates with those of educators seeking to balance technological advancement with sustainability. Her analysis directly confronts one of the pressing questions regarding the future of universities: How can institutions navigate the growing influence of technology without compromising their values, mission, or long-term viability?

Adopting inclusive procurement

She said where institutions are considering adopting new educational technologies, procurement practices are one of the critical areas where intervention is necessary. Advising against exclusive and closed procurement processes, which could result in technologies disconnected from the values or needs of the educational community, she encouraged academics and other stakeholders to get involved in procuring processes. A collaborative approach empowering educators, students, and other stakeholders to have a voice in technology selection was the way to go, she said.

Developing mechanisms for evaluating educational technologies

Still in the context of procurement practices, Scott emphasised the importance of institutional resources and expertise to vet technology vendors. She said without a robust framework for evaluating technology vendors, institutions could inadvertently compromise their academic integrity and freedom. As one solution around this challenge, she suggested developing ethical frameworks to guide the use of educational technology—with emphasis on aligning technological practices with institutional values.

Ms Scott also encouraged institutional policymakers and analysts to engage around developing criteria for evaluating educational technologies, Such mechanisms, she said, could enable institutions to vet vendors for their alignment with educational objectives and ethical practices.

In her concluding remarks, Scott advocated institutional change to create a more ethical and equitable educational technology landscape, emphasising that academia has a vital role in developing robust frameworks to enable their institutions to navigate some of these challenges. By fostering a critical inquiry and ethical consideration culture, educational institutions could  empower themselves to make informed decisions about technology adoption. This required  educators to remain vigilant and proactive, to “keep the conversation going” and to collaborate across the educational ecosystem.

She said ultimately, technology should serve as a tool for meaningful learning and not a consequence of external pressures. It was therefore up to educators, administrators, and stakeholders to engage actively in these discussions to determine the future of educational technology in a way that aligns with their values and supports learner needs. 

Mduduzi Mbiza is a contract writer for Universities South Africa.