My frequent collaborators, Arthur Harkins and George Kubik, recently published an article on “ethical” cheating for On the Horizon. That is, “cheating” within “the context of digital-era learning that involves open-source collaboration and the ready sharing of ideas, knowledge, and information.”
In other words, we use technologies to help us get ahead in other areas of life. Why not embrace them? I prefer that my banker use a computer to help her compute my finances rather than employing long division and other “analog” approaches to doing math. Why not permit the purposive use of technologies to help students get ahead, too?
From the article:
We assert that advancements conferred by the increasing capability and availability of digital technologies are altering the definitions of scholarly literacy and scholarly practice. Three technological advancements in particular are accelerating these changes: telecommunications; networking; and digital retrieval, copying, and pasting. It is a world in which knowledge relevance overtakes knowledge fidelity as significant measures of competency and application. This is nothing less than a shift from just-in-case to just-in-time knowledge access, development, and application.