Moral Spaces in MySpace: Preservice Teachers' Perspectives about Ethical Issues in Social Networking

Autor/inn/en	Foulger, Teresa S.; Ewbank, Ann Dutton; Kay, Adam; Popp, Sharon Osborn; Carter, Heather Lynn
Titel	Moral Spaces in MySpace: Preservice Teachers' Perspectives about Ethical Issues in Social Networking
Quelle	In: Journal of Research on Technology in Education, 42 (2009) 1, S.1-28 (28 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1539-1523
Schlagwörter	Preservice Teachers; Sanctions; Interpersonal Relationship; Interaction; Social Networks; Ethics; Education Courses; Student Attitudes; Educational Policy; Personnel Policy; College Freshmen; Matched Groups; Vignettes; Intervention; Preservice Teacher Education; Public Opinion; Teacher Discipline; Teacher Behavior; Privacy; Teacher Rights; Case Method (Teaching Technique); Guidelines; Computer Mediated Communication; Web Sites; Internet + Suchen Sie Ihr Suchwort? Sanction; Sanktion; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Interaktion; Social network; Soziales Netzwerk; Ethik; Fortbildungskurs; Schülerverhalten; Politics of education; Bildungspolitik; Personalpolitik; Studienanfänger; Lehramtsstudiengang; Lehrerausbildung; Öffentliche Meinung; Lehrerdienstordnung; Teacher behaviour; Lehrerverhalten; Privatsphäre; Case method; Fallmethode; Richtlinien; Computerkonferenz; Web-Design
Abstract	MySpace and Facebook are innovative digital communication tools that surpass traditional means of social interaction. However, in some instances in which educators have used these tools, public reactions to them have resulted in sanctions. With the notion that traditional ideas of privacy and teacher conduct are not yet defined in online worlds, the researchers developed a case-based reasoning intervention to support more informed decisions by preservice teachers. The case-based coursework led students to perceive a need for more definitive guidelines about their participation in social networking spaces. The findings have professional development implications for educators and educational institutions that wish to harness the positive potential of social networking tools without risking professional status. (Contains 11 tables.) (As Provided).
Anmerkungen	International Society for Technology in Education. 180 West *th Avenue, Suite 300, Eugene, OR 97401-2916. Tel: 800-336-5191; Tel: 541-302-3777; Fax: 541-302-3778; e-mail: iste@iste.org; Web site: http://www.iste.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10