A Google search for social responsibility yielded 949 million results which indicate people are writing about and exploring the term social responsibility. Digging deeper and creating my definition of social responsibility involves how individuals cooperate and ethically interacts with society. Educators have a huge part to play in equipping learners to understand social responsibility.
According to Dunn and Doolittle (2020), the teaching personal and social responsibility (TPSR) model encourages behavior modification and relationship-building as the start to teaching social responsibility. Additionally, they suggested incorporating service-learning into courses to model social responsibility.
To prepare learners for society outside of the classroom, educators should model socially responsible behavior and allow students to demonstrate socially responsible behavior by incorporating opportunities in the curriculum (Richards et al., 2020). Another example educators could model for students is to make sure their electronic footprint reflects the same standards they would hold their students. Ensuring the electronic footprint is uplifting and encouraging is one way to model behavior. Even if an educator thinks their social media page is private, there are so many ways that a so-called private post becomes public (Fagell, 2018).
Richards et al. (2020) suggest allowing students opportunities to learn by doing and get feedback and correction along the way. Educators are not the only ones responsible for modeling socially responsible behavior, so are parents and other adults in society. The more students witness socially responsible behavior, the more equipped and empowered they will be to carry out that same behavior.
Dunn, R. J., & Doolittle, S. A. (2020). Professional development for teaching personal and social responsibility: Past, present, and future. Journal of Teaching in Physical Education, 39(3), 347-356.
Fagell, P. L. (2018, October). Teachers and social media: A cautionary tale about the risks. Phi Delta Kappan, 100(2), 68. https://link.gale.com/apps/doc/A562866823/BIC?u=vic_liberty&sid=BIC&xid=e9071403
Richards, K. A. R., Jacobs, J. M., Ivy, V. N., & Lawson, M. A. (2020). Preservice teachers perspectives and experiences teaching personal and social responsibility. Physical Education and Sport Pedagogy, 25(2), 188-200.
Blockchain is an emerging technology that developed out of the use of Bitcoin. Blockchain technology is based on a decentralized system. This means that no third party must conduct the transaction; most transactions operate in a centralized system, meaning a third party is needed to complete the transaction. The goal is to create integrity in the transactions by providing security and anonymity. Blockchain technology was introduced with Bitcoin cryptocurrency and has evolved to different industries, including education (Harthy et al., 2019; Yli-Huumo et al., 2016).
According to Harthy et al. (2019), blockchain is secured data divided into blocks. These blocks are secured databases meshed to form a chain of data. As blockchain grows in popularity, various industries are looking for innovative ways to use the technology, and education is no different. Some creative ways higher education administration is looking to use blockchain is for transactions that deal with certificates/degrees, data, and money transactions. Also, they are looking to use the technology to secure students' records and profiles (Harthy et al., 2019).
Blockchain can be used to transfer paper certificates to digital certificates. Additionally, blockchain can be used for securing student records.
Currently, there are a few universities worldwide experimenting with this technology. It is sure to continue to grow as higher ed leaders, and administrators look for ways to implement blockchain security features into operations and academics (Harthy et al., 2019; Yli-Huumo et al., 2016).
Al Harthy, K., Al Shuhaimi, F., & Al Ismaily, K. K. J. (2019, January). The upcoming Blockchain adoption in Higher-education: requirements and process. In 2019 4th MEC international conference on big data and smart city (ICBDSC) (pp. 1-5). IEEE.
Yli-Huumo, J., Ko, D., Choi, S., Park, S., & Smolander, K. (2016). Where is current research on blockchain technology?—a systematic review. PloS one, 11(10), e0163477.