The Status Quo of Edtech Ethics: A Syllabi Analysis.

The syllabus serves as a public document, providing individuals—be they students, citizens, fellow educators, administrative personnel, or researchers—with an overview of the course content and its organisational framework [Godwin et al., 2017; Stanny et al., 2014]. The syllabus is fundamentally characterised as a tangible document that delineates the essential structural components of a course (Palmer et al., 2016). A syllabus serves as a concise representation of the educational landscape, encompassing classroom methodologies and the instructor's perspective on pedagogy and knowledge acquisition. Research has shown that syllabi serve as important artefacts influencing students' choices in course selection (Kim et al., 2020). Furthermore, certain scholars have defined the course syllabus as a contractual document outlining pedagogical approaches and standards, exerting considerable impact on the course's evolution (Eberly et al. 2001). Nonetheless, at the national level, curricula may be conceptualised and organised in various manners, encompassing information of differing quality. Consequently, an examination of syllabi as subjects of inquiry allows us to discern the extent to which a topic is entrenched within a pedagogical and educational framework. In light of this consideration, we meticulously examined approximately 150 syllabi pertaining to the instruction of educational technologies and digital learning within the frameworks of teacher and educator education, seeking to uncover methodologies and the potential presence of ethical discourse within these documents. The sample constituted a relaxed selection from universities that embody various national contexts, including Romania, Germany, Spain, and Italy. Following our examination, informed by a preliminary review aimed at identifying common key terms, we noted a minimal or negligible presence of "ethics" across the four national contexts. An ethical discourse may be more pronounced in the context of Germany, where the concept of media education—particularly with its emphasis on the political and sociological ramifications—could foster a perspective on technologies that transcends mere instrumental considerations. References Eberly MB, Newton SE, Wiggins RA. (2001) The syllabus as a tool for student-centered learning. The Journal of General Education, Jan 1:56–74. Goodwin A, Chittle L, Dixon JC, Andrews DM. (2018) Taking stock and effecting change: curriculum evaluation through a review of course syllabi. Assessment & Evaluation in Higher Education. 43(6):855–66. Kim Y, Ekachai DG. (2020) Exploring the effects of different online syllabus formats on student engagement and course-taking intentions. College Teaching. 68(4):176–86. Palmer MS, Wheeler LB, Aneece I. (2016) Does the document matter? The evolving role of syllabi in higher education. Change: The Magazine of Higher Learning. 48(4):36–47 Stanny C, Gonzalez M, McGowan B. (2015) Assessing the culture of teaching and learning through a syllabus review. Assessment & Evaluation in Higher Education. 40(7):898–913