ABSTRACT
Aubusson et al. conclude, from interviews with eight educators, comprising teachers, teacher advisors and teacher developers from Australia and the UK, that there are five key ethical concerns relevant to classroom-based mobile learning that teachers should bear in mind. The UK Data Protection Act itself specifies that such data should, amongst other things, be used for limited, specifically stated purposes in a way that is adequate, relevant and not excessive and kept safe and secure. Each cell in the table, where a key ethical concern intersects with an underpinning ethical principle, becomes an opportunity for reflection as to what is current practice and what is good practice. Not all intersections will give rise to relevant concerns, depending on the situation under consideration, and in some instances it will be hard to balance principles. Scenarios, or simulated case studies, are a means of articulating issues from real-world experiences and exploring ways forward for the future.
