Module 6: Internet Based Resources


The integration of technology resources in education widens the variety of learning domains available, including the internet, which provides almost unbounded access to information which is constantly updating and available in a variety of formats. With the introduction of the internet into curriculum, however, there has come a need for ethical, legal and social level of education about technology use, as there may be increased attempts of plagiarism and copyright infringements (Ahuja, 2016). 

With the availability of full text publications online and increased course material posted online, there are higher incidences of students plagiarising these materials but also distributing them without proper permissions. Websites, such as Turnitin and Safeassign, allow educators to check work for similar texts to those published online which reduces incidences of cheating by making students more aware of checking their work is original and not copied from online texts.  Broeckelman-Post (2008) showed that teaching explicitly what is expected from students with regard to the use of sources, is an effective approach for deterring plagiarism.  Teachers may also structure assignments in such a way that discourages cheating (Roblyer & Doering, 2000). 

McCuen's (2008) claim that most cases of plagiarism are unintentional, and that teachers should take the approach of attempting to educate students about the act rather than punishing them for it. A lack of ethical awareness and the ability to take into consideration the long-term consequences are considered drivers of plagiarism (Colnerud & Rosander, 2009). Promoting awareness of copyright policies, acceptable use policy (AUP) and rules for correct use of published materials, is likely to impact the levels of copyright and plagiarism within classrooms (Roblyer & Doering, 2000). Insufficient language skills and a lack of skills for using information (e.g. citing, paraphrasing and referencing) are also cited as common causes of plagiarism (Hendricks & Quinn, 2000). Therefore, working across curriculums to develop language skills is another strategy for dealing with students producing unoriginal works. 


References

Ahuja, A. (2006). Integration of information and communication technology in school curriculum, Learning Community: An International Journal of Educational and Social Development, 7(1), pp. 1-8. Retrieved from http://search.informit.com.au.ezproxy.csu.edu.au/fullText;dn=325702781818933;res=IELHSS

Broeckelman-Post, M. (2008). Faculty and student classroom influences on academic dishonesty,
IEEE Transactions on Education, 51 (2) pp. 206-21. 

Colnerud, G & Rosander, M. (2009) Academic dishonesty, ethical norms and learning, Assessment & Evaluation in Higher Education, 34(5) pp. 505-517. 

Hendricks, M. & Quinn, L. (2000). Teaching referencing as an introduction to epistemological empowerment, Teaching in Higher Education, 5 (4), pp. 447-457

McCuen, R. (2008). The plagiarism decision process: The role of pressure and rationalization,
IEEE Transactions on Education, 51 (2) pp. 152-156.

Roblyer, M. D., & Doering, A. (2013). Educational Technology in Context: The Big Picture. In Integrating educational technology into teaching. Pearson Education Limited, Harlow Essex. 







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