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Ethics, Wearable Technology, and Higher Education: Toward a New Point-of-View Angle on Interactive Instruction

Ethics, Wearable Technology, and Higher Education: Toward a New Point-of-View Angle on Interactive Instruction

Marcia Alesan Dawkins
Copyright: © 2014 |Pages: 15
ISBN13: 9781466660106|ISBN10: 1466660104|EISBN13: 9781466660113
DOI: 10.4018/978-1-4666-6010-6.ch001
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MLA

Dawkins, Marcia Alesan. "Ethics, Wearable Technology, and Higher Education: Toward a New Point-of-View Angle on Interactive Instruction." Global Issues and Ethical Considerations in Human Enhancement Technologies, edited by Steven John Thompson, IGI Global, 2014, pp. 1-15. https://doi.org/10.4018/978-1-4666-6010-6.ch001

APA

Dawkins, M. A. (2014). Ethics, Wearable Technology, and Higher Education: Toward a New Point-of-View Angle on Interactive Instruction. In S. Thompson (Ed.), Global Issues and Ethical Considerations in Human Enhancement Technologies (pp. 1-15). IGI Global. https://doi.org/10.4018/978-1-4666-6010-6.ch001

Chicago

Dawkins, Marcia Alesan. "Ethics, Wearable Technology, and Higher Education: Toward a New Point-of-View Angle on Interactive Instruction." In Global Issues and Ethical Considerations in Human Enhancement Technologies, edited by Steven John Thompson, 1-15. Hershey, PA: IGI Global, 2014. https://doi.org/10.4018/978-1-4666-6010-6.ch001

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Abstract

This chapter explores the relationship between ethics, wearable technology, and higher education through the lens of teaching with Google Glass. Beginning with an introduction to Glass and to the contemporary concept of the digital citizen, the chapter traces out a pedagogical framework aimed at preparing learners to embrace their civic duty to contribute to the virtual world responsibly. Continuing with an investigation of ethical obligations, educational concepts, and learning exercises made available by advances in HET, the chapter describes how to use Google Glass as a case study for examining the limits and possibilities of a new point-of-view angle on interactive instruction. To this end, students' project-based and experiential learning about how Glass impacts communication culture and technology, commerce, security, access, etiquette, branding, ethics, and law is described. The chapter concludes with a discussion of how technology's ethical consciousness continues to be enacted and embodied via a “collusive” point-of-view angle and third voice that shed light on the ongoing rhetorical and pedagogical processes of expression, experience, and identification in the digital age.

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