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AAEEBL Digital Ethics Principles v.2: version 2

Access to Technology, Resources

1. Bose, D., & Pakala, K. (2015). Use of mobile learning strategies and devices for e-portfolio content creation in an engineering thermodynamics and fluid mechanics classes: Student perceptions. 2015 ASEE Annual Conference and Exposition, 1–26. http://dx.doi.org/10.18260/p.24978
2. Chen, B., & deNoyelles, A. (2013). Exploring students’ mobile learning practices in higher education. EDUCAUSE Review.
3. Galanek, J. D., Gierdowski, D. C., & Brooks, D. C. (2018). ECAR study of undergraduate students and information technology, 2018 (p. 47) [Research report]. EDUCAUSE.
4. Giorgini, F. (2010). An interoperable ePortfolio tool for all. In M. Wolpers, P. A. Kirschner, M. Scheffel, S. Lindstaedt, & V. Dimitrova (Eds.), Sustaining TEL: From innovation to learning and practice (pp. 500–505). Springer. https://doi.org/10.1007/978-3-642-16020-2_44

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2. Access to Technology, Scenario 1 You are a part-time student attending courses after your normal work hours. As part of your capstone course, you are asked to create an ePortfolio. While you have a desktop computer at work and know some desktop computers are available to you at the library, you do not have access to a computer at your home—although you have an iPad and a smartphone. Moreover, the library has limited hours. When you talk to the professor after class and explain this situation, they already have a plan in place to meet your needs.
3. Access to Technology, Scenario 2 You are an educator. You would like to assign students a video-making project as part of their ePortfolio development for your course. As you design this assignment, you consider that some students will be making these videos on their phones, while others will use laptops and screencasting programs, and others will have access to video cameras. Because they are using different hardware, they will most likely also be using different video-making programs.
4. Access to Technology, Scenario 3