Fostering Academic Integrity in the Digital Age: Empowering Student Voices to Navigate Technology as a Tool for Classroom Policies

Abstract

Digital technology has transformed classrooms, enabling new teaching methods. With widespread personal technology, students’ devices can enhance learning but also cause distractions. This research amplifies secondary students’ voices, exploring how they use technology and how it should be managed. The study addresses the question: What considerations are needed for school policies on personal, digital technologies? Conducted in an Ontario secondary school with Grade 11 students, data was collected through observations, conferences, focus groups, and journaling. Findings highlight that while technology is vital for learning, it can distract users and classmates. Students want clear directives on device use and training on managing distractions. This research underscores the role of teachers in promoting responsible technology use. By involving students in policy development and providing guidance, educators can empower them to use technology effectively while maintaining academic integrity in the digital era that now includes artificial intelligence. Keywords: digital technology, school policy, student perspectives, secondary school, Ontario