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Instructional Design and the Digital Divide: Some Ethical Considerations PROCEEDINGS

, Capella University, United States

EdMedia + Innovate Learning, in Toronto, Canada ISBN 978-1-880094-81-5 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

This paper argues that instructional designers should consider implications of the digital divide when designing distance education. The term “digital divide” is defined as the notion that differences in socioeconomic status result in varying levels of access to modern communication technology, particularly the Internet. The paper examines the literature on socioeconomic considerations in education and discusses general ethical principles that are applicable to the question of instructional design and the digital divide. The paper concludes by suggesting that designers of distance education have an ethical obligation to be aware of the digital divide and to apply equitable design principles to their work.

Citation

Victor, S. (2010). Instructional Design and the Digital Divide: Some Ethical Considerations. In J. Herrington & C. Montgomerie (Eds.), Proceedings of ED-MEDIA 2010--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 4072-4076). Toronto, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved November 14, 2018 from .

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