Week 28 Reflection: Discuss how issues of ethics, society, culture and professional environments (including law, regulations and policy) are being addressed while you are taking action
When looking at the ethics of technology in the classroom, there is a need for whakawhanaungatanga; if I have a positive relationship with the students, they will in turn be respectful when using technology. However for this reflection I will consider the ethical issue of bias when collecting data.
- What: One way I have decided to collect qualitative data is through focus groups. How can I avoid unintentional bias?
- So what: & 3) Now what: using Ehrich’s model for Ethical dilemmas (2011)
| 1. The critical incident, which triggered the ethical dilemma | I need to collect useful qualitative data for my inquiry using a student focus group, which raises the issue of unintentional bias. |
| 2. Various sometimes competing forces, each of which impacts on decision-making from its own particular bias | Selection of students to be part of the group (social) – I need to get a fair representation of the class, not just the “good” students, otherwise data may be skewed.
Timing of focus group (organisational culture) – if I take up too much “free” time, data may be skewed due to resentment.
The leadership of the group (professional) -if I run the focus group, data may be skewed as students may say what they think I want to hear. If someone else leads the group, data may be skewed as there is no prior relationship and students may be less forthcoming. |
| 3. The individual’s values, beliefs, and ethical orientations in relation to the dilemma | I cannot force anyone to take part in the focus group so there must be free choice. This does mean that there is a chance that there may be more students who are already more engaged in learning a language. I believe I have a good relationship with the class and therefore will get fairer representation.
I cannot take students out of other classes and I cannot run the focus group during class, so timing is restricted to lunchbreak. This may impact those willing to take part, but I cannot avoid this.
I believe that if I have a good relationship with these students then they will answer honestly. If I carefully explain why I am carrying out the focus group, they will know that all opinions are valuable. It is therefore better for me to run the groups. |
| 4. The choice, which could be no action or the action taken formally or informally, internally or externally | The choice is to consider whether the data will be valid. Are there too many external factors impacting on the focus group?
As I will collect data from a range of sources it can be triangulated with quantitative data, I can therefore justify the validity of the information.
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| 5. The action (or non-action) can create particular types of implications for the individual, organisation and the community, and from which new incidents or dilemmas can arise | After considering all the potential issues arising from the focus group I decided that there is clear merit for running the groups.
Our code and standards talk about the role of a learning focused culture and of design for learning. Through talking to the class about the focus groups and its objectives and by running the focus group, I am promoting a learning focussed culture where my students do have a voice that is heard.
I will consider the qualitative data that I collect as data that students were prepared to give me at the time.
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Six students took part representing a quarter of the class. There was a wide representation of the class, which I do put down to the relationships that I have built. Two highly engaged, motivated and high achieving students, two weaker but motivated and engaged students and two students who are not that interested in French and who are less engaged. They all spoke honestly and openly. The two groups took place over two different lunchtimes. Some other students were not able to take part because of other activities.
References:
Barden, O (2015) Research Ethics; Liverpool Hope University, retrieved from https://www.youtube.com/watch?v=9pCfq5QH_v4
Ehrich, L. C. , Kimber M., Millwater, J. & Cranston, N. (2011). Ethical dilemmas: a model to understand teacher practice, Teachers and Teaching: theory and practice, 17:2, 173-185, DOI: 10.1080/13540602.2011.539794
Education Council. (2017a). Our Code Our Standards.Retrieved from: https://educationcouncil.org.nz/sites/default/files/Our%20Code%20Our%20Standards%20web%20booklet%20FINAL.pdf
Guy Mance - Mindlab Research Inquiry 