Strengthening Teacher Agency: Supporting the Orchestration of Ethical Dilemmas With EthicApp

Authors

  • Víctor Alonso-Prieto Department of Pedagogy, Faculty of Eduaction and Social Work. Universidad de Valladolid, Valladolid, Spain https://orcid.org/0000-0001-9647-5286
  • Alejandra Martínez-Monés Department of Computer Science. Computer Engineering School. Universidad de Valladolid, Valladolid, Spain
  • Sara Lorena Villagrá-Sobrino Department of Pedagogy, Faculty of Eduaction and Social Work. Universidad de Valladolid, Valladolid, Spain https://orcid.org/0000-0003-2516-0492
  • María Jesús Rodríguez-Triana Department of Computer Science. Computer Engineering School. Universidad de Valladolid, Valladolid, Spain https://orcid.org/0000-0001-8639-1257
  • Yannis Dimitriadis Department of Signal Theory and Communications and Telematics Engineering. School of Telecommunication Engineering. Universidad de Valladolid, Valladolid, Spain https://orcid.org/0000-0001-7275-2242
  • Gustavo Zurita Department of Management Control and Information Systems. Faculty of Economics and Business, Universidad de Chile, Santiago, Chile https://orcid.org/0000-0003-0757-1247
  • Claudio Álvarez Centro de Investigación en Educación y Aprendizaje, Faculty of Engineering and Applied Sciences, Universidad de los Andes, Santiago, Chile https://orcid.org/0000-0002-5442-2140

DOI:

https://doi.org/10.34190/ecel.23.1.2989

Keywords:

Ethics education, Orchestration, Teacher Agency, Higher Education, Case Study

Abstract

Developing ethical reasoning as a competence is gaining relevance in higher education settings influenced by the current demands of society. One approach to achieve this competence is to propose realistic ethical dilemmas to the students. Nevertheless, educators need help in integrating ethics education effectively in higher education due to curricular constraints and a lack of supportive structures. EthicApp is a social platform that aims to support teachers in designing and enacting learning scenarios to foster ethical reasoning. However, the introduction of a new tool such as EthicApp may have undesired consequences for teachers’ agency. The notion of teacher agency is complex and not sufficiently studied in Technology Enhanced Learning contexts. For this reason, we propose to study the implications of the use of EthicApp for teacher agency in the light of the metaphor of orchestration. The metaphor of orchestration in TEL offers a holistic approach to studying how teachers integrate technologies into their practice. This paper presents preliminary findings from a case study in which three higher education teachers orchestrated learning designs supported by EthicApp. Early findings indicate that, although managing the learning scenarios in real-time was perceived as demanding, EthicApp empowered the participant teachers to design innovative learning scenarios, raise awareness, and inform the adaptation of the learning scenarios.

Author Biographies

Víctor Alonso-Prieto, Department of Pedagogy, Faculty of Eduaction and Social Work. Universidad de Valladolid, Valladolid, Spain

Víctor Alonso-Prieto is a PhD student in the Pedagogy department at the University of Valladolid and a member of the GSIC/EMIC research group. His main research interests in technology-enhanced learning include teacher agency, orchestration, smart learning environments, and co-design

Alejandra Martínez-Monés, Department of Computer Science. Computer Engineering School. Universidad de Valladolid, Valladolid, Spain

Dr. Alejandra Martínez-Monés is Professor of Computer Science / Human-Computer Interaction at the University of Valladolid (Spain). Her research is focused on human-centred learning analytics and on factors that influence the adoption of technology at schools and higher education institutions. 

Sara Lorena Villagrá-Sobrino, Department of Pedagogy, Faculty of Eduaction and Social Work. Universidad de Valladolid, Valladolid, Spain

Dr Sara Villagrá Sobrino is an Associate Professor of Pedagogy and a member of the GSIC/EMIC research group at the University of Valladolid. Her current research interests are teachers’ agency and critical digital competence.

María Jesús Rodríguez-Triana, Department of Computer Science. Computer Engineering School. Universidad de Valladolid, Valladolid, Spain

Dr. María Jesús Rodríguez-Triana is a Ramón y Cajal research fellow at the University of Valladolid (Spain). Currently, she is investigating how human-centred approaches can contribute to the adoption of learning analytics in authentic scenarios such as classrooms, institutions, and communities of practice. 

Yannis Dimitriadis, Department of Signal Theory and Communications and Telematics Engineering. School of Telecommunication Engineering. Universidad de Valladolid, Valladolid, Spain

Dr. Yannis Dimitriadis is Full Professor of Telematics Engineering and coordinator of the GSIC/EMIC group at the Universidad de Valladolid, Spain. His most recent research interests include human-centered approaches to learning analytics and artificial intelligence, ethics in research, learning design, orchestration orchestration and actionable learning analytics.

Gustavo Zurita, Department of Management Control and Information Systems. Faculty of Economics and Business, Universidad de Chile, Santiago, Chile

Gustavo Zurita is a Full Professor in the Management Control and Information Systems Department at the Universidad de Chile. His research interests include collaborative information systems, CSCL and technology-enhanced learning.

Claudio Álvarez, Centro de Investigación en Educación y Aprendizaje, Faculty of Engineering and Applied Sciences, Universidad de los Andes, Santiago, Chile

Claudio Álvarez is an Associate Professor of Computer Science at Universidad de los Andes, Chile, with a Doctorate in Engineering Sciences from Pontificia Universidad Católica, Chile. He is also an Associate Editor for IEEE-TLT. His research focuses on Computer-Supported Collaborative Learning, Human-Computer Interaction, and Learning Analytics.

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Published

2024-10-23