EID600

Bower, M. (2017). Representing and sharing content using technology (Chapter 5). In Design of technology-enhanced learning: Integrating research and practice (pp. 93-120). Emerald Publishing Limited.
Chapter 5 discusses assessing affordances and implementing technology in different subjects with connections to TPACK; Publishing and remixing online with sections on learning objects, OER, Creative Commons, and MOOCS.

Wiley, D. (2018). Open educational resources. In R. E. West (Ed.), Foundations of Learning and Instructional Design Technology. EdTech Books. https://edtechbooks.org/lidtfoundations/open_educational_resources
This short chapter briefly introduces Open Educational Resources and the history leading up to this movement while providing examples of how to create different types of OER for a variety of purposes.

Vallor, S., Green, B. & Raicu, I. (2018). Overview of ethics in technology practice. The Markkula Center for Applied Ethics at Santa Clara University. https://www.scu.edu/media/ethics-center/technology-ethics/Overview-of-Ethics-in-Tech-PracticeFinal.pdf
Provides an overview of ethics in technology practice including distinuguishing different types, listing challenges, and introducing an ethical toolkit with helpful resources. It is recommended that you reference it as needed for guidance on your assignments.

Vallor, S., & Green, B. (2018). What are ethical 'best practices' in technology? The Markkula Center for Applied Ethics at Santa Clara University. https://www.scu.edu/ethics-in-technology-practice/best-ethical-practices-in-technology/
Describes best practices for the process of incorporating appropriate ethical attention, reflection, and decision-making in the context of technology development.

U.S. Department of Education, Office of Educational Technology. (2023). Artificial intelligence and the future of teaching and learning: Insights and recommendations. U.S. Government Printing Office. https://tech.ed.gov/ai-future-of-teaching-and-learning/
This report addresses the clear need for sharing knowledge, engaging educators, and refining technology plans and policies for artificial intelligence (AI) use in education. The report describes AI as a rapidly-advancing set of technologies for recognizing patterns in data and automating actions, and guides educators in understanding what these emerging technologies can do to advance educational goals—while evaluating and limiting key risks.

Institute for Ethical AI in Education. (2020). The ethical framework for ai in education. https://www.buckingham.ac.uk/wp-content/uploads/2021/03/The-Institute-for-Ethical-AI-in-Education-The-Ethical-Framework-for-AI-in-Education.pdf
The United Kingdom created the Institute for Ethical AI in Education, which collaborated on the development of this ethical framework for AI in education. It discusses specific risks with misuse of AI, presence of biases, increased equity issues, unpredictability with transparency or explain-ability, and continued concerns with privacy and autonomy. It includes considerations for each risk and questions for stakeholders to reflect on.

European Commission. (2022, October 25). Ethical guidelines on the use of artificial intelligence and data in teaching and learning for educators. https://education.ec.europa.eu/node/2285
The European Commission published a set of ethical guidelines for educators on the use of AI and data in education, which may be helpful to reference and compare with similar resources from other organizations.

OECD. (2022). Recommendation of the council on artificial intelligence. OECD Legal Instruments. https://oecd.ai/en/ai-principles
The Organization for Economic Co-operation and Development (OCED) developed standards for AI, which can be referenced here.

United Nations Educational, Scientific and Cultural Organization. (2021). Recommendation on the ethics of artificial intelligence. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000381137
The United Nations Educational, Scientific and Cultural Organization (UNESCO) provides recommendations for ethical consideration with Artificial Intelligence. This report discusses values/principles and areas of policy action such as: (1) assessment, (2) governance and stewardship, (3) data policy, (4) develop and international cooperation, (5) environment and ecosystems, (6) gender, (7) culture, (8) education and research, (9) communication and information, (10) economy and labor, and (11) health and social well-being.

Wiley, D. (2016). An open education reader. EdTech Books. https://openedreader.org/openedreader
This OER book provides details all about the Open Educational Resource movement, types of licenses, and examples of application across a variety of contexts.