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AAEEBL Digital Ethics Principles: version 1

Strategies for Applying Principle 5: Access to Technology

Recognizing that not all students own laptop or desktop computers and may rely on mobile phones and campus computers (available in libraries, labs, etc. at various hours).
Ensuring that hardware, software, and ePortfolio platforms and support are readily accessible to account for students’ diverse schedules.
Providing students and educators with training, technology support infrastructure, and resources (e.g., samples of successful ePortfolios, tutorials, resources on digital ethics, universal design, etc.).
Making an institutional commitment to providing adequate proactive support (initial training, tutorials, examples) as well as reactive support (e.g., help desk support) for educators and students.

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Contents of this path:
2. Principle 5, 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. Principle 5, 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. Principle 5, Scenario 3