IMPACT OF ICT ON ETHICAL PRACTICES PERFORMED BY THE FACULTIES OF UNDERGRADUATE LEVEL COLLEGES

Dr. Urmila Pravin Ravat                               Dr. Nayana  Uttambhai  Dhodi Librarian,                                                                 Assistant Professor, R.C. College of Commerce,                                              Revaba Sarvajanik Education College, Ahmedabad                            Mehsana – Gujarat(India)

Page no : 18 to 22

Abstract

Information and Communication Technology has made drastic change in every field. Now a days Many Social Media Websites have made change in Social and Professional life of every individual. It creates ethical problems especially in educational field. Here researcher wants to study impact of ICT on ethical practices Performed by Faculties of Undergraduate level Colleges. The main objective of the study is to compare the impact of ICT on Ethical Practices Performed by Faculties of North Gujarat Colleges on the basis of Gender and type of institute. Self made five points scale was used for the present study. Sample comprises 75 undergraduate level College faculties of North Gujarat. Findings of the study reveals that female faculties have more impact of ICT on Ethical Practices as compare to male faculty members. No significant difference found on the basis of type of institution in impact of ICT on Ethical Practices Performed by the faculties of Undergraduate level Colleges.

References

Association of American Educators(n.d.). “AAE Code of Ethics for Educators.” Retrieved from http://www.aaeteachers.org/index.php/about-us/aae-code-of-ethics

Bowden, P. and Smythe, V. (2008). “Theories on Teaching & Training in Ethics.” In Electronic Journal of Business Ethics and Organization Studies, vol. 13(2), pp. 19-26. Retrieved from http://ejbo.jyu.fi/pdf/ejbo_vol13_no2_pages_19-26.pdf

Gluchmanova, M. (2008). “IMPORTANCE OF ETHICS IN TEACHING CURRICULA.” In Contemporary Discourse on School and Health Investigation, School and Health 21, pp. 109-114. Retrieved from http://www.ped.muni.cz/z21/knihy/2008/25/25/texty/eng/gluchmanova_eng.pdf.

Gunzenhauser, M., G. (2012). “The Active/Ethical Professional: A Framework for Responsible Educators.” London, New York: Continuum. In Procedia – Social and Behavioral Sciences 176 (2015 ), pp. 509 – 513.

Khader, Fakhri (January, 2012). “Teachers’ Pedagogical Beliefs and Actual Classroom Practices in Social Studies Instruction.” In American International Journal of Contemporary Research Vol. 2(1). Retrieved on 17th  May, 2017 from https://www.uop.edu.jo/download/Research/ members/ 111_2027_ fakh.pdf.

Kolb, J., Lin, H. and Frisque, D. (2005). “Teaching Ethics in Multicultural Classroom.” In Teaching Ethics, Spring, pp.13-30. Retrieved from http://www.uvu.edu/ethics/seac/Teaching%20Ethics%20in%20a%20Multicultural%20Classroom.pdf

Laney, J. T. (1990). “Through thick and thin: Two ways of talking about the academy and moral responsibility.” In W. W. May (Ed.), Ethics in Higher Education, pp. 49-66.

Tatto, M. & Coupland, D. (2003). “Teacher education and teachers’ beliefs: Theoretical and measurement concerns.” In J. Raths & A. McAninch (eds.), Teacher Beliefs and Classroom Performance: The Impact of Teacher Education. Greenwich, CT: Information Age Publishing.

William Hill IV, G. and Zinsmeister, D. (2011). “Becoming an Ethical Teacher.”  In  Effective College and University Teaching. Retrieved from http://www.sagepub.in/upm-data/43586_14.pdf