Read again: The impact and implications of digital ethics

Digital security is something every SBL will be extremely familiar with. But how can it be managed in a way that considers not only GDPR compliance but impact as well? In a world of increasing digital risk, we look at how to make information management more ethical.

As global dependence on technology increases, emphasis on digital ethics becomes crucial. The hot button technology topic of 2023 was undoubtedly the rise of AI, which brought with it numerous ethical quandaries. Generative AI, notably ChatGPT, boasts around 200 million users, attracting 60 million daily visits.

For school leaders, establishing a code of digital ethics may seem like a challenge. However, with GDPR regulations already laying out what must be done to remain compliant and protect personal data, weaving data ethics into your existing digital strategy can be achieved with a few quick and easy steps.

Choosing a digital ethics leader

Ensuring accountability for digital ethics and holding regular meetings to evaluate technological information and security advancements are vital. This commitment safeguards, builds trust, and solidifies the school’s image for ethical and responsible digital practices. Conducting impact assessments before implementing new technology is crucial to model and address unintended consequences. Equipping staff with training to improve their understanding of the implications associated with information use and data security, not only aids them in making ethical decisions, but also ingrains ethics as a fundamental aspect of the school’s culture.

Understanding unintentional digital bias

Unintentional digital bias refers to situations where biases, often stemming from algorithmic decisions, lead to unintended consequences. For instance, a biased computer algorithm may incorrectly overlook certain demographics based on age, gender or race. For instance, a recruitment post may inadvertently target women while overlooking men, reflecting clear unethical behaviour, and exemplifying unintentional digital bias. Another example is when institutions, in embracing cutting-edge technology potentially more familiar to younger staff, unintentionally alienate older staff by abandoning familiar technology without realigning their team with new systems. By understanding unintentional bias, schools can analyse and evaluate what programmes and data they are using and identify areas where unintentional bias may be occurring.

Analysing information and impact

It is essential for the designated digital ethics leaders within a school to consistently communicate significant changes to staff at all levels. Schools should consider including questions around data ethics in existing annual impact assessments to review and identify areas where improvements can be made. For example, if changes are being made to data storage, is this being done with data ethics in mind? Any data inventory should consider ethical implication alongside sensitivity and risk levels to promote proactive measures that not only help prevent biased or unethical data usage but also ensure that decisions driven by data are made in a socially responsible and ethical manner.

When considering the ethical implications of digital technology, the central focus should consistently be on “impact.” What impact will the use of technology and information have on the school, staff, students and community? By weaving ethical decision-making into digital strategies, schools underscore their dedication to cultivating trusting relationships and contribute to the establishment of a more socially responsible digital environment.