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Balancing Instructional Integrity With Stakeholder Concerns in Technology-Based Educational Collaboratives: Is the Tail Wagging the Dog?

University of Michigan, Dearborn

James S. Lenze

University of Michigan, Dearborn

This article discusses ethical problems related to postsecondary–K-12 collaborative work involving instructional technologies. Technology related school-university collaboration in particular can give rise to some ethical dilemmas, due to the variety of skills, interests, and obligations of participating teachers, tech specialists, professors, and school administrators. Participants, in promoting narrow interests and concerns too immoderately, can lose sight of a learning-driven framework for decision making. Ethics are implicated, because student learning should be at the heart of the codes that guide all educators in their professional behavior. This article begins by identifying potential advantages of using technology to enrich teacher education classes. The article then describes problems related to initiating access to K-12 classrooms and to negotiating a plan of action. The article seeks to reconcile the concerns of school administrators' and information technology officers' typical concerns with those of K-12- and university-based instructors.

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