Code of Professional Ethics in Educational Technology

I am somewhat ashamed to say I had a flawed view of what ethics, with regards to Educational Technology, might be prior to this assignment. Then again having more to learn is why I have opted to begin the process of getting my MET in the first place. As an educator and one that focuses on technology integration, it is imperative that I can identify the ethical standards and therefore violations of ethics to rectify the situation. The AECT Code of Ethics as a set of standards was not created to catch a person in the act of doing something unethical, but rather encourages the desire in its members to be ethical in their decisions and actions.

The AECT has gone through great lengths to publish scenarios and possible analysis for each standard principle. These scenarios help technologists, including myself, to understand how these rules apply and are dealt with in the real-world. Moving forward, as a professional, it is my responsibility to be well versed in the Code and its implications for the individual, society, and the profession.

In researching a real-life scenario on educational technology ethics within my district, I settled on our newer more restrictive district-wide filter. The subtitle “#cantdojob” comes out of a frustrated Tweet from one teacher in my district; I felt this spoke well of the topic. I tried to stay away from the digital divide topic as much as I could for this, however, the ethical issue I chose could just as easily bleed right into this as well. In doing my research, I also learned it isn’t all as clear as you’d want.  Read more to find out that there is a very public reform advocate within my district itself even with the filtering issue I laid forth.

Check out more about EdTech Professional Ethics and my particular scenario at #cantdojob


Image Resource:

Bennet, N. (2015, Jan. 20). Retreived from