Running Head: ACADEMIC DISHONESTY 1

Summary

This article discusses the question of how students use technology to cheat, and what

faculty can do about it. It highlights both the good and the bad elements of using technology in

the classroom. Some of the good aspects of technology that benefit student learning are online

testing tools and learning games for individualized and differentiated instruction, smart boards to

foster collaboration, online assignment submission to facilitate easier classroom protocols, and

much more. Some negative aspects of using technology in the classroom are the increased ease

of academic dishonesty and cheating, students missing out on the learning process, and teachers

having to spend more time policing for cheating rather than preparing for the course delivery.

The article also provides a clear explanation of what exactly “e-cheating” is and how it impacts

the classroom. It compares e-cheating to traditional cheating. “These new opportunities are often

easier, faster, and more convenient than traditional cheating” (Bain, 2015, pg. 93-94). In his

article, Bain explains the different ways that e-cheating can occur, both in and out of the

classroom. He finishes by offering ways for faculty to educate, prevent and report students using

technology for academic dishonesty. By educating faculty and students about the outcomes and

consequences of e-cheating, it provides an uncomplicated and straightforward expectation for

using technology in the classroom.

Reflection

As a fifth-grade teacher, academic dishonesty is not as prominent in my classroom as it

may be in upper grades or college classes- but that is not to say that it is not present. Students are

becoming more well versed in technology at younger ages than ever before. In elementary

schools, it is the expectation that personal devices are powered off and out of sight at all times so

cell phones are not often an issue when it comes to e-cheating in the classroom. Students are also
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not often expected to complete much “high-stakes” work outside the classroom, which would

allow for use of these devices. The major way that my student could use technology for

academic dishonesty is on their district issued devices. The article mentions many different ways

that teachers can police the use of these devices to prevent e-cheating. Some of those ways

include anti-plagiarism software, providing meaningful and clear instruction, creating unique and

course specific assignments and using device monitoring software. All of these are great ways

that I could hold my students accountable for their learning and prevent academic dishonesty

driven by technology use in my classroom.

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References

Bain, L. Z. (2015). How students use technology to cheat and what faculty can do about It.

Information Systems Education Journal, 13(5), 92–99.

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