Module 5 Discussion Law & Policy

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School

Miami Dade College, Miami *

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Course

5723

Subject

Sociology

Date

Apr 3, 2024

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docx

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Uploaded by Lmbanegas

As a school principal, ensuring that students follow the proper technology use policies and procedures can be challenging. This was evident during the coronavirus pandemic (Maatuk et al., 2022). Although districts have established guidelines for internet and technology use within the school, monitoring what students access at home can be challenging. The recent crises have brought to light the socioeconomic disparities between different communities. Families who are financially better off have access to better internet infrastructure and can provide their children with the necessary technology, programs, and equipment to enhance their learning experience. As leaders in education and finance, it is the responsibility of school principals to take every possible step to bridge the educational gap between these groups. Additionally, cyberbullying is a growing problem, especially on social media platforms. Students are also using school technology to access inappropriate content, and cheating through copying and pasting has become a common practice. While school leaders must be aware of laws and district policies, they must also ensure that students understand the district's policies and expectations for using school technology. However, providing students with technology and internet access is still crucial to ensure equal learning opportunities and should be addressed (Aboagye et al., 2021). Considering both the law and ethics related to equitable technology access can assist in establishing a learning environment that protects and nurtures equity, fairness, tolerance, and respect, even in an emergency remote learning situation. Access to technology should be provided equally to all students, regardless of their socioeconomic background or any other personal characteristic. This can be achieved by following legal guidelines and ethical principles that promote fairness, equal opportunity, and respect for diversity. By doing so, we can create a safe and inclusive learning environment that supports all students' needs and facilitates their academic success. The leader in charge of education must ensure students have an environment conducive to learning. This involves providing them with internet access, equipment, materials, and all the necessary services and support they need to be successful. It is crucial that teachers receive proper training and that principals search for the best e-learning methods and practices. The principal should advocate for blended learning while also considering face-to-face opportunities. Students often require the physical presence of a teacher to become fully engaged in the lesson (Maatuk et al., 2022). The primary focus should always be on the student's well-being and academic progress. Reference: Aboagye, E., Yawson, J. A., & Appiah, K. N. (2021). COVID-19 and E-learning: The challenges of students in tertiary institutions. Social Education Research , 1-8. Maatuk, A. M., Elberkawi, E. K., Aljawarneh, S., Rashaideh, H., & Alharbi, H. (2022). The COVID-19 pandemic and E-learning: challenges and opportunities from the perspective of students and instructors. Journal of computing in higher education , 34 (1), 21-38.

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