Shaping Alternative Futures for EdTech Ethics: Four EU cases

In this presentation, the authors will discuss the results of what we call Awareness Raising Sessions (ARS), which are spaces configured to support forms of learning connected with agency and transformation. We built on the activity-theory, which aims to explain and facilitate learning as part of transformational efforts (hence called “expansive learning”, Sannino et al., 2016). Therefore, we consider the role of ARS as spaces with transformational potential on ethics as part of the educational practice, more than as a concept that can be taught. The expansive cycle happens when elements that act as a mirror of human activity support a new balance between relationships, subjects, labour organisation, and community rules, overcoming tensions and contradictions. Applying such concepts, syllabi, and samples of pedagogical practices related to the ethics of educational technology could serve as a springboard to facilitate expansive learning for academic teachers dealing with these topics. Therefore, this exercise has the potential to increase awareness, encourage appropriation, and foster agentic practices regarding ethical guidelines when implementing edtech. Researchers from Germany, Italy, Romania, and Spain implemented the ARS in their higher education institutions based on a common approach, which involved discussing the embedded concept of edtech ethics with educators at all levels, including prospective teachers, trainers, and social educators. During the sessions, the participants N=70) expressed their views and identified the tensions and contradictions in the system with relation to an ethical practice with regard to edtech. References Sannino, A., Engeström, Y., & Lemos, M. (2016). Formative Interventions for Expansive Learning and Transformative Agency. Journal of the Learning Sciences, 25(4), 599–633. https://doi.org/10.1080/10508406.2016.1204547