Are we ethically bound to use student engagement technologies for teaching law?

Kirley, Elizabeth 2015, Are we ethically bound to use student engagement technologies for teaching law?, Law teacher, vol. 49, no. 2, pp. 219-241, doi: 10.1080/03069400.2015.1035560.

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Title Are we ethically bound to use student engagement technologies for teaching law?
Author(s) Kirley, ElizabethORCID iD for Kirley, Elizabeth
Journal name Law teacher
Volume number 49
Issue number 2
Start page 219
End page 241
Total pages 23
Publisher Taylor & Francis
Place of publication Abingdon, Eng.
Publication date 2015
ISSN 0306-9400
Summary What conscientious law professor of first year, large format classes in torts, contracts, or criminal law has not pondered how to better engage students while easing their reluctance to speak out in class? While students entering law schools are quite adept with student engagement technologies (SETs) from undergraduate classes, some law faculties seem tied to the passive environment of lectures and PowerPoint presentations and hence reject SET methodologies as so much techno-wizardry. With the entry of webbased programmes into the expanding field of SETs, and increasing empirical evidence that active learning improves grades and closes gender and socio-economic gaps, the ethical question arises, are we not obliged as law teachers to employ them? This paper examines in three steps that gap between pronouncing from the podium and actively engaging learners by clicker response or web-based devices. Part I reviews the growing literature on active learning including SET-based methods. Part II examines two models of SETs, remote-based and web-based, for their comparative attributes and drawbacks, with a particular focus on law teaching. Part III details the author’s experiences with the clicker system teaching introductory law and criminology and offers practical suggestions for facilitating its use. The paper concludes that, in light of recent evidence of heightened learning success using active learning methodologies, and the impending complexity to education posed by wearable technologies, the ethical question of pedagogical competence grows in importance.
Language eng
DOI 10.1080/03069400.2015.1035560
Field of Research 180199 Law not elsewhere classified
1801 Law
1302 Curriculum And Pedagogy
Socio Economic Objective 949999 Law
HERDC Research category C1.1 Refereed article in a scholarly journal
ERA Research output type C Journal article
Copyright notice ©2015, The Association of Law Teachers
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