Difference between revisions of "Cheating Technologies"
From SI410
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| − | '''{{initial|P}}lagiarism''' is the act of presenting someone else’s ideas or work as your own, without attribution, according to the Pearson dictionary<ref name = "Implications for Educators"> Conradson, S. & Hernández-Ramos, P. (2004). Computers, the internet, and cheating among secondary school students: Some implications for educators. Practical Assessment, Research, and Evaluation 9(9). [Available online http://pareonline.net/getvn.asp?v=9&n=9.]</ref> | + | '''{{initial|P}}lagiarism''' is the act of presenting someone else’s ideas or work as your own, without attribution, according to the Pearson dictionary.<ref name = "Implications for Educators"> Conradson, S. & Hernández-Ramos, P. (2004). Computers, the internet, and cheating among secondary school students: Some implications for educators. Practical Assessment, Research, and Evaluation 9(9). [Available online http://pareonline.net/getvn.asp?v=9&n=9.]</ref> The integration of technology in classroom settings and homework assignments is assisting in growing the plagiarism epidemic. As endless amounts of information are at students disposal, the temptation to cheat is getting harder to deprive oneself of. The creation of websites where you can pay money for term papers or enter chat rooms with others to swap science projects or math test answers<ref name = "The Cheating Game"> Kleiner, Carolyn, and Mary Lord. “The Cheating Game.” U.S. News & World Report, 22 Nov. 1999, www.geocities.ws/greenjellico/Work/English152/TheCheatingGame.pdf.</ref> only adds to this issue, and leaves students with little reason to resist. |
==“Cybercheating” in Academics== | ==“Cybercheating” in Academics== | ||
| − | [[File:Technology_of_cheating.jpg|thumbnail|right|Plagiarism and cheating has become a huge epidemic with the rise of technology, as it makes sending out test answers to other students very easy]]Cheating has become significantly more prevalent in schools. It was shown that 50 years ago, only 1 in 5 college students admitted to having cheated in high school. Today, anywhere from 75 to 98 percent of students have<ref name = "The Cheating Game"> Kleiner, Carolyn, and Mary Lord. “The Cheating Game.” U.S. News & World Report, 22 Nov. 1999, www.geocities.ws/greenjellico/Work/English152/TheCheatingGame.pdf.</ref> | + | [[File:Technology_of_cheating.jpg|thumbnail|right|Plagiarism and cheating has become a huge epidemic with the rise of technology, as it makes sending out test answers to other students very easy]]Cheating has become significantly more prevalent in schools. It was shown that 50 years ago, only 1 in 5 college students admitted to having cheated in high school. Today, anywhere from 75 to 98 percent of students have.<ref name = "The Cheating Game"> Kleiner, Carolyn, and Mary Lord. “The Cheating Game.” U.S. News & World Report, 22 Nov. 1999, www.geocities.ws/greenjellico/Work/English152/TheCheatingGame.pdf.</ref> As technology becomes a central source of information and socialization in kids lives, children begin committing illegal acts pertaining to academic values at a younger age. 64.1% of children ages 6 to 11 have computers at home, and 24.7% of them are using the Internet.<ref name = "Digital Cheating and Plagiarism in Schools"> Ma, Hongyan Jane, et al. “Digital Cheating and Plagiarism in Schools.” Theory Into Practice, vol. 47, no. 3, 2008, pp. 197–203., doi:10.1080/00405840802153809.</ref> The deterioration of ethics in academic integrity and honesty seems to be closely related to the Internet, and this correlation is driving the cheating phenomena out of control. |
===Case Study=== | ===Case Study=== | ||
| − | Andersen Davis conducted a study to measure how the ease of use of an information system predicts behavior later on<ref name = "Origins of Academic Dishonesty"> Stephanie Etter, Jackie J. Cramer & Seth Finn (2006) Origins of Academic Dishonesty, Journal of Research on Technology in Education, 39:2, 133-155, DOI: 10.1080/15391523.2006.10782477</ref> | + | Andersen Davis conducted a study to measure how the ease of use of an information system predicts behavior later on.<ref name = "Origins of Academic Dishonesty"> Stephanie Etter, Jackie J. Cramer & Seth Finn (2006) Origins of Academic Dishonesty, Journal of Research on Technology in Education, 39:2, 133-155, DOI: 10.1080/15391523.2006.10782477</ref> The study conducted surveyed college students to see how their own ethical ideas and principles related to their opinions on acts of plagiarism. They were asked questions like how do students currently use information technology in an academically dishonest way, and how do you perceive other students when you catch them in an act of cheating? They listed the top 24 descriptions of academically dishonest behavior, and voted on them on a scale (1-5). Here is what the students believed the top five unethical behaviors using information technology were: |
#Buying a paper online and submitting it as your own | #Buying a paper online and submitting it as your own | ||
#Copying and pasting an essay from the Internet and submitting it as your own | #Copying and pasting an essay from the Internet and submitting it as your own | ||
| Line 17: | Line 17: | ||
===Students=== | ===Students=== | ||
| − | [[File:cheating-in-exams.png|thumbnail|right|This shows that with technology comes an increase in cheating and plagiarism]] Children are starting to cheat at younger age. In elementary school, where they will steal pokemon cards, or use their cell phone to take pictures of their teacher during class, children misuse the technological devices they are given before they realize the consequences<ref name = "Implications for Educators"> Conradson, S. & Hernández-Ramos, P. (2004). Computers, the internet, and cheating among secondary school students: Some implications for educators. Practical Assessment, Research, and Evaluation 9(9). [Available online http://pareonline.net/getvn.asp?v=9&n=9.]</ref>. By the time students are in middle and high school, cheating is a normal part of their education. What has made this so easy, though, is technology. Now, 10-40% of high school students admitted to knowing other students who had used the Internet to cheat, many times plagiarizing papers, and 30% of college students write their papers without properly citing the information they obtained online<ref name = "Origins of Academic Dishonesty"> Stephanie Etter, Jackie J. Cramer & Seth Finn (2006) Origins of Academic Dishonesty, Journal of Research on Technology in Education, 39:2, 133-155, DOI: 10.1080/15391523.2006.10782477</ref> | + | [[File:cheating-in-exams.png|thumbnail|right|This shows that with technology comes an increase in cheating and plagiarism]] Children are starting to cheat at younger age. In elementary school, where they will steal pokemon cards, or use their cell phone to take pictures of their teacher during class, children misuse the technological devices they are given before they realize the consequences<ref name = "Implications for Educators"> Conradson, S. & Hernández-Ramos, P. (2004). Computers, the internet, and cheating among secondary school students: Some implications for educators. Practical Assessment, Research, and Evaluation 9(9). [Available online http://pareonline.net/getvn.asp?v=9&n=9.]</ref>. By the time students are in middle and high school, cheating is a normal part of their education. What has made this so easy, though, is technology. Now, 10-40% of high school students admitted to knowing other students who had used the Internet to cheat, many times plagiarizing papers, and 30% of college students write their papers without properly citing the information they obtained online.<ref name = "Origins of Academic Dishonesty"> Stephanie Etter, Jackie J. Cramer & Seth Finn (2006) Origins of Academic Dishonesty, Journal of Research on Technology in Education, 39:2, 133-155, DOI: 10.1080/15391523.2006.10782477</ref> When working on a project, the students do not understand where the line crosses from teamwork to cheating, and as colleges get harder to be accepted into, the pressure is rising and beginning to start at an even earlier age.<ref name = "Academic Dishonesty among High school students"> McCabe, D. L. (1999). Academic dishonesty among high school students.Adolescence, 34(136), 681-7. Retrieved from https://search.proquest.com/docview/195939642?accountid=35396</ref> Many students claim there just are not enough hours in the day to get the amount of work they are assigned done and up to a high standard.<ref name = "Rethinking Plagiarism in the Digital Age"> Kleiner, Carolyn, and Mary Lord. “Evering, Lea Calvert, and Gary Moorman. “Rethinking Plagiarism in the Digital Age.” Journal of Adolescent & Adult Literacy, vol. 56, no. 1, 2012, pp. 35–44., doi:10.1002/jaal.00100.</ref> |
===Teachers and Parents=== | ===Teachers and Parents=== | ||
| − | As top colleges have decreasing acceptance rates, parents project loads of high expectations and immense pressure on their children. 1 in 4 adults believes he has to cheat and lie in order to get ahead in life, and from their own experience succeeding this way, communicate this mentality to children<ref name = "The Cheating Game"> Kleiner, Carolyn, and Mary Lord. “The Cheating Game.” U.S. News & World Report, 22 Nov. 1999, www.geocities.ws/greenjellico/Work/English152/TheCheatingGame.pdf.</ref> | + | As top colleges have decreasing acceptance rates, parents project loads of high expectations and immense pressure on their children. 1 in 4 adults believes he has to cheat and lie in order to get ahead in life, and from their own experience succeeding this way, communicate this mentality to children.<ref name = "The Cheating Game"> Kleiner, Carolyn, and Mary Lord. “The Cheating Game.” U.S. News & World Report, 22 Nov. 1999, www.geocities.ws/greenjellico/Work/English152/TheCheatingGame.pdf.</ref> This takes the love out of learning, though. It is shown that when students really care about learning and the subjects they are being taught, they are less likely to cheat. As learning becomes a competition only, the cheating is increasing. 60% of high-achieving high schoolers admitted to having cheated at least once and half of them said they did not believe cheating was wrong.<ref name = "The Cheating Game"> Kleiner, Carolyn, and Mary Lord. “The Cheating Game.” U.S. News & World Report, 22 Nov. 1999, www.geocities.ws/greenjellico/Work/English152/TheCheatingGame.pdf.</ref> As the parents set unreachable standards for their children, teachers assign impossible amounts of work.<ref name = "Academic Dishonesty among High school students"> McCabe, D. L. (1999). Academic dishonesty among high school students.Adolescence, 34(136), 681-7. Retrieved from https://search.proquest.com/docview/195939642?accountid=35396</ref> The accessibility of computers and the Internet has made it tempting to cheat, since it is easy and quick. In addition, there is a growing gap between the technological knowledge these teachers and technology-savvy students know.<ref name = "Implications for Educators"> Conradson, S. & Hernández-Ramos, P. (2004). Computers, the internet, and cheating among secondary school students: Some implications for educators. Practical Assessment, Research, and Evaluation 9(9). [Available online http://pareonline.net/getvn.asp?v=9&n=9.] |
| − | </ref> | + | </ref> This allows the students to believe they can get away with it, increasing the presence of plagiarism. 95 percent of cheaters said they have never been caught, and 90% of college students believe these cheaters will never be punished for it.<ref name = "The Cheating Game"> Kleiner, Carolyn, and Mary Lord. “The Cheating Game.” U.S. News & World Report, 22 Nov. 1999, www.geocities.ws/greenjellico/Work/English152/TheCheatingGame.pdf.</ref> Technologies have been invented for teachers to utilize when students hand in a paper in order to catch the plagiarism. There are three categories of techniques teachers can deploy to conquer plagiarism:<ref name = "Implications for Educators"> Conradson, S. & Hernández-Ramos, P. (2004). Computers, the internet, and cheating among secondary school students: Some implications for educators. Practical Assessment, Research, and Evaluation 9(9). [Available online http://pareonline.net/getvn.asp?v=9&n=9.]</ref> |
#The application of commercial, technology-based tools for delecting plagiarized schoolwork | #The application of commercial, technology-based tools for delecting plagiarized schoolwork | ||
#The establishment of academic policies for reducing cheating behaviors | #The establishment of academic policies for reducing cheating behaviors | ||
| Line 28: | Line 28: | ||
===Schools and Boards of Education=== | ===Schools and Boards of Education=== | ||
| − | Schools and Boards of Education have not set clear enough rules pertaining to plagiarism, what it is, and how it should be taken care of if it does occur. The students do not know exactly what constitutes as plagiarism, and without this defined line, cheating becomes more prevalent<ref name = "Origins of Academic Dishonesty"> Stephanie Etter, Jackie J. Cramer & Seth Finn (2006) Origins of Academic Dishonesty, Journal of Research on Technology in Education, 39:2, 133-155, DOI: 10.1080/15391523.2006.10782477</ref> | + | Schools and Boards of Education have not set clear enough rules pertaining to plagiarism, what it is, and how it should be taken care of if it does occur. The students do not know exactly what constitutes as plagiarism, and without this defined line, cheating becomes more prevalent.<ref name = "Origins of Academic Dishonesty"> Stephanie Etter, Jackie J. Cramer & Seth Finn (2006) Origins of Academic Dishonesty, Journal of Research on Technology in Education, 39:2, 133-155, DOI: 10.1080/15391523.2006.10782477</ref> With the integration of technology in education, the rules must be redetermined in order to accommodate online cheating. Due to the lack of clear-cut definitions, teachers do not feel comfortable getting students in trouble when they are caught cheating. There is a reluctance to take any large measures, typically due to the schools lack of clear directives on how to handle these situations.<ref name = "Implications for Educators"> Conradson, S. & Hernández-Ramos, P. (2004). Computers, the internet, and cheating among secondary school students: Some implications for educators. Practical Assessment, Research, and Evaluation 9(9). [Available online http://pareonline.net/getvn.asp?v=9&n=9.]</ref> Since there is a large spectrum of actions that fall under “cheating,” punishments need to be laid out accordingly and broadcasted throughout all aspects of the education system, so no teacher, administrator, parent, or student is confused on how these issues are going to be handled. |
==References== | ==References== | ||
<references /> | <references /> | ||
Revision as of 21:57, 12 April 2018
P
lagiarism is the act of presenting someone else’s ideas or work as your own, without attribution, according to the Pearson dictionary.[1] The integration of technology in classroom settings and homework assignments is assisting in growing the plagiarism epidemic. As endless amounts of information are at students disposal, the temptation to cheat is getting harder to deprive oneself of. The creation of websites where you can pay money for term papers or enter chat rooms with others to swap science projects or math test answers[2] only adds to this issue, and leaves students with little reason to resist.
Contents
“Cybercheating” in Academics
Cheating has become significantly more prevalent in schools. It was shown that 50 years ago, only 1 in 5 college students admitted to having cheated in high school. Today, anywhere from 75 to 98 percent of students have.[2] As technology becomes a central source of information and socialization in kids lives, children begin committing illegal acts pertaining to academic values at a younger age. 64.1% of children ages 6 to 11 have computers at home, and 24.7% of them are using the Internet.[3] The deterioration of ethics in academic integrity and honesty seems to be closely related to the Internet, and this correlation is driving the cheating phenomena out of control.
Case Study
Andersen Davis conducted a study to measure how the ease of use of an information system predicts behavior later on.[4] The study conducted surveyed college students to see how their own ethical ideas and principles related to their opinions on acts of plagiarism. They were asked questions like how do students currently use information technology in an academically dishonest way, and how do you perceive other students when you catch them in an act of cheating? They listed the top 24 descriptions of academically dishonest behavior, and voted on them on a scale (1-5). Here is what the students believed the top five unethical behaviors using information technology were:
- Buying a paper online and submitting it as your own
- Copying and pasting an essay from the Internet and submitting it as your own
- Copying a file on a disk containing a complete assignment from a friend and submitting the work with your name
- Copying a friend’s file from a disk, replacing his name with yours and submitting as your own work if the assigned material is something that you already know well
- Claiming to have attached an assignment to an e-mail when you did not in order to have extra time to complete the work
While these students understood that these were morally wrong, as do most students, many still conducted these acts in desperate times. We must understand where the idea that “cheating is okay” stems from.
Three-Layer Issue
Students
Children are starting to cheat at younger age. In elementary school, where they will steal pokemon cards, or use their cell phone to take pictures of their teacher during class, children misuse the technological devices they are given before they realize the consequences[1]. By the time students are in middle and high school, cheating is a normal part of their education. What has made this so easy, though, is technology. Now, 10-40% of high school students admitted to knowing other students who had used the Internet to cheat, many times plagiarizing papers, and 30% of college students write their papers without properly citing the information they obtained online.[4] When working on a project, the students do not understand where the line crosses from teamwork to cheating, and as colleges get harder to be accepted into, the pressure is rising and beginning to start at an even earlier age.[5] Many students claim there just are not enough hours in the day to get the amount of work they are assigned done and up to a high standard.[6]
Teachers and Parents
As top colleges have decreasing acceptance rates, parents project loads of high expectations and immense pressure on their children. 1 in 4 adults believes he has to cheat and lie in order to get ahead in life, and from their own experience succeeding this way, communicate this mentality to children.[2] This takes the love out of learning, though. It is shown that when students really care about learning and the subjects they are being taught, they are less likely to cheat. As learning becomes a competition only, the cheating is increasing. 60% of high-achieving high schoolers admitted to having cheated at least once and half of them said they did not believe cheating was wrong.[2] As the parents set unreachable standards for their children, teachers assign impossible amounts of work.[5] The accessibility of computers and the Internet has made it tempting to cheat, since it is easy and quick. In addition, there is a growing gap between the technological knowledge these teachers and technology-savvy students know.[1] This allows the students to believe they can get away with it, increasing the presence of plagiarism. 95 percent of cheaters said they have never been caught, and 90% of college students believe these cheaters will never be punished for it.[2] Technologies have been invented for teachers to utilize when students hand in a paper in order to catch the plagiarism. There are three categories of techniques teachers can deploy to conquer plagiarism:[1]
- The application of commercial, technology-based tools for delecting plagiarized schoolwork
- The establishment of academic policies for reducing cheating behaviors
- The re-evaluation and redesign of traditional methods of educational assessment
So far, though, these have not worked. Teachers have been reluctant to use technology-based tools in order to catch this form of cheating because they believe it instills a sense of mistrust in the students. Even when the students are caught, though, the teacher does not jump at the chance to punish the students, usually because of the unclear school policies.
Schools and Boards of Education
Schools and Boards of Education have not set clear enough rules pertaining to plagiarism, what it is, and how it should be taken care of if it does occur. The students do not know exactly what constitutes as plagiarism, and without this defined line, cheating becomes more prevalent.[4] With the integration of technology in education, the rules must be redetermined in order to accommodate online cheating. Due to the lack of clear-cut definitions, teachers do not feel comfortable getting students in trouble when they are caught cheating. There is a reluctance to take any large measures, typically due to the schools lack of clear directives on how to handle these situations.[1] Since there is a large spectrum of actions that fall under “cheating,” punishments need to be laid out accordingly and broadcasted throughout all aspects of the education system, so no teacher, administrator, parent, or student is confused on how these issues are going to be handled.
References
- ↑ 1.0 1.1 1.2 1.3 1.4 Conradson, S. & Hernández-Ramos, P. (2004). Computers, the internet, and cheating among secondary school students: Some implications for educators. Practical Assessment, Research, and Evaluation 9(9). [Available online http://pareonline.net/getvn.asp?v=9&n=9.]
- ↑ 2.0 2.1 2.2 2.3 2.4 Kleiner, Carolyn, and Mary Lord. “The Cheating Game.” U.S. News & World Report, 22 Nov. 1999, www.geocities.ws/greenjellico/Work/English152/TheCheatingGame.pdf.
- ↑ Ma, Hongyan Jane, et al. “Digital Cheating and Plagiarism in Schools.” Theory Into Practice, vol. 47, no. 3, 2008, pp. 197–203., doi:10.1080/00405840802153809.
- ↑ 4.0 4.1 4.2 Stephanie Etter, Jackie J. Cramer & Seth Finn (2006) Origins of Academic Dishonesty, Journal of Research on Technology in Education, 39:2, 133-155, DOI: 10.1080/15391523.2006.10782477
- ↑ 5.0 5.1 McCabe, D. L. (1999). Academic dishonesty among high school students.Adolescence, 34(136), 681-7. Retrieved from https://search.proquest.com/docview/195939642?accountid=35396
- ↑ Kleiner, Carolyn, and Mary Lord. “Evering, Lea Calvert, and Gary Moorman. “Rethinking Plagiarism in the Digital Age.” Journal of Adolescent & Adult Literacy, vol. 56, no. 1, 2012, pp. 35–44., doi:10.1002/jaal.00100.
