Lifelong Learning Programme

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Physical Education Teachers

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Promotion of an ethical approach to sport, including communication strategies with parents

A Toolkit for Physical Education Teacher

3. Using the ICT tools for promotion of an ethical code of conduct
Students are very interested in sports, music, and game sites. This step presents the main challenges that teachers and parents deal with when using ICT in their classes and activities: hacking (illegally accessing Web sites) or cracking (vandalizing Web sites), unauthorized downloading of games and software, misuse of intellectual property, copyright violations, or use of inappropriate Web sites. The best protector against inappropriate Web sites is establishing a set of rules as to how use technology or providing students with positive images and effectively communicate ethical values in all areas of their lives; in this way those values will also be reflected in the technological environment. In addition to this, Step 3 gives teachers suggestions for incorporating cyber ethics into the classroom culture. Although the Internet has often been compared to Pandora's box, the comparison is not 100 % true as the Internet has its benefits, by providing kids with an overwhelming amount of good information and opportunities for positive use. This step gives valuable online material, which enables teachers to protect kids against these risks by teaching them how to use technology in positive and ethical ways.
Learning Objective
The objectives of this step are to enable teachers to incorporate ICT ethics into the classroom culture and to inform teachers about the main the ICT ethics issues and help them deal with these challenges.
Online Resources
  • The Sport, Ethics and Philosophy ForumThe Sport, Ethics and Philosophy Forum is dedicated to the main conceptual, philosophical and moral questions that are being raised by these digital developments in the context of sport and physical education.
  • Thomas Bjørner, An analysis of habitus among Danish e-sport playersPatterns in electronic sport (e-sport) have changed with increasing seriousness and professionalization in competitive activities, patterned behaviours, social structures and institutionalized settings. The aim of this study is to explore some Danish e-sport players’ habitus of e-sport with a special focus on the significant amount of training taking place at home and individual identities displayed through e-sport.
  • TeachWithMovies.orgThe sites enable teachers to create lesson plans for physical education classes based on films. It gives valuable tips on what films to use and how to use them in order to create interesting classes on sports and ethical issues.
  • Franci Pivec, Codes of Ethics and Codes of Conduct for Using ICT in EducationCodes of ethics and/or codes of conduct are a way to decrease the negative influences of ICT use on the social development. They are based on a vision of excellence and a positive mission, which is the goal of both individuals and professional associations.
  • Internet Ethics and RulesEthics are a set of moral principles that govern an individual or a group on what is acceptable behaviour while using a computer. Computer ethics is a set of moral principles that govern the usage of computers. One of the common issues of computer ethics is violation of copyright issues. Duplicating copyrighted content without the author’s approval, accessing personal information of others are some of the examples that violate ethical principles.
  • Education WorldThe newsletter provides teachers with guidelines of computer ethics, online resources for teaching ethics and Internet safety, and eight tips for establishing a "culture of proper use" of technology in the classroom.
  • The blue skunk blog, A dozen ways to teach ethical and safe technology useThe blog gives teachers plenty of tips on ways to teach and promote ethical and safe technology use.
  • Promoting ethical behaviour onlineThe lesson plan gives teachers insights into online privacy and ethical behaviour by exploring their digital footprints to better understand that our online interactions may not be as anonymous as we think they are.

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This project has been funded with support from the European Commission. This web site reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.