Technology is an important factor applied in various organizations, learning institutions, businesses, workplaces, and even at home. The use of technology determines the success and achievements of the goals and targets set in various organizations and institutions. As one of the TPP members bestowed with the duty to advise the government on the best methods of instructions to adopt the proposal made by the other TPP members without considering the federal grants, my job, and the opinion of the CEO to the consulting firm. Every institution or organization wants to offer quality products and services at the lowest cost (Johnson & Christensen, 2017). Incorporating technology in the school instruction program will reduce the costs and will prepare the students to adapt to the digital world or society after completing their studies. Such technological instruction program will enable the students to undertake various transactions in their workplaces after completing their studies without any challenge, as they will be used to technological innovations (Chang, Ngunjiri, & Hernandez, 2016).
My decision to support the use of technology when instructing students was based on the judgment of the ethical issues as the universal codes that the students might face after their studies as expressed in the deontological approach. Technology is something that affects all the people in society, and they should learn how to use and embrace it in their lives (Aldenmyr, 2016). According to ethical skepticism approach, inviolate and concrete moral codes cannot be formulated, as they are matters relating to individual conscience. The use of technology in student instruction and other transactions in society is not something that should be forced to the people in the society, as they understand its importance, especially in the current digital era. From the utilitarianism approach, ethical judgments are based on the benefits and consequences of the research study on the participants. Technology will be the factor that will determine the level of success, profits earned, and sales made in the business as well as other professions. Therefore, students should understand the use of technology while still in school such that they adapt to the digital society where technology is utilized in various transactions and operations (Mertens, 2014).
My faith does not influence my decision to support the use of technology in student instruction. Being an educationist, I support any factor that will boost the performance of students both in school and in society after their studies. In an era where everything and action rely on technology, it is appropriate for people to embrace it especially in learning environments irrespective of their faith. I would not want to blame my faith for lagging behind or not moving with the world because of having reservations premised on what I believe. However, my faith will guide me into using the technologies appropriately without harming others or fostering evil.
Aldenmyr, S. I. (2016). What values, whose perspective in social and emotional training? A study on how ethical approaches and values may be handled analytically in education and educational research. Ethics and Education, 11(2), 141-158.
Chang, H., Ngunjiri, F., & Hernandez, K. A. C. (2016). Collaborative autoethnography. Routledge.
Johnson, B., & Christensen, L. (2017). Educational research: Quantitative, qualitative, and mixed approaches. Sage.
Mertens, D. M. (2014). Research and evaluation in education and psychology: Integrating diversity with quantitative, qualitative, and mixed methods. Sage publications.