Paper Example on Minors and Social Networks

Introduction

Social networking is omnipresent in minors and this has brought ethical issues. The phenomenon of minor using the social media has increased and has brought ethical controversy to matters regarding the concern for online safety more so when the access to such media is illegal. Media has brought an unprecedented degree of communication, but it has also brought a challenge for the content present, cyberbullying and interaction. It is true that the usage of social links is on the rise, minors use the media or informal activities and interaction on these networks has potential for unethical and unprofessional behaviors.

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Currently, the academic freedom policies and lack of clear policy in place create the ethical controversy. Many social networks have banned access by minors instead of using verifiable parental consent. There is no method to validate the authenticity of social media activities. The intentions of the network include transparency of communication. Industry claim in such matter it neither supports minor users. However, research shows that about 60% of minor aged 11 and 12 use social network and parents have shown to support such scenario to grow unknowingly or knowingly in the name of education (Lenhart, Purcell, Smith, & Zickuhr, 2010). The questions that come up is who bears the ethical responsibility when minors use social media.

My Position

In today's world, minors can access social media from various entry points, including laptops, tablets, iPads, and smartphones in schools and at home. Research by (Eugene Loos & Mante-Meijer, 2012) shows that social networking is central to minors' life because it is a learning platform which can be used to improve student performance and engagement. Social networking offers children chance to get in touch, chat, access information and research. The great challenge of incorporation of education with social media is the aspect of privacy and security. Confidentiality in these sites is questionable because of posting personal information. Considering the utilitarian theory, teachers and parents should take charge to inform their minors about the safety and privacy problems of posting private information virtually. Personalities must to be secure, and if this is not addressed, social networks has the possibility to be a danger in education.

Internet firms a have high importance on their corporate responsibility and safety of their service towards cushioning uses and more so the younger ones. Despite these, the energies are challenged by the many teenagers who evade age boundaries and gain access to such platforms. The aspects of age, content, freedom, and education create an ethical dilemma in defining who bears the responsibility of children using social media. Children are increasingly drawn to online space for fun and entertainment, this raises concern on whether their rights should be curtailed for their interest and those of the community. Minor bear responsibility in seeking to access the media by supplying false information on registration. The vulnerable should appreciate some of the prevailing challenges afflicting them like social isolation, acquisition of bad values and habits, introversion, poor performance in schools, internet addictions, and criminal and violent behaviors. It is unethical to be dishonest (Byron, 2008). To this end, it can be stated that question of obligation for shielding of teenagers is a shared moral responsibility (O'Neill, 2010).

Opposing Position

It is argued that by counting social media in learning, teachers indirectly require students to use their understanding around the network to excel in the classroom. Certainly, minors' propensity to use text from the social network in their lives is not enough basis to use social media despite the authenticity. To oppose this position an analysis of the literature shows that despite the minor awareness of these media, they are not knowledgeable in or passionate about using social site for shared course grounded activity (Auld & Henderson, 2014). From utilitarian theory, the ethical issues of minor and social media should be approached as a horizontal responsibility which involves teachers, media, and the minors. Studies show that unless these three parties change their attitudes, the social media will remain a technology with potential for improvement but failed to be adopted.

The use of social network raises some ethical questions. It is argued that many of the moral values in minors evolve in the context of physical communication. Patience, openness and honesty are honed in talks when people meet. With this in mind, it can be stated that the same technology which allows people to communicate and connect can be used to form a meaningful relationship. This ethical dilemma can be answered by considering the utilitarian perspective, balancing benefits and harms by increasing one possibility while reducing the other.

Conclusion

There are many benefits and challenges of social network posed to minors. The potential benefits include learning how to express themselves, staying connected to peers, sharing artwork, meeting new friends and conducting study discussions. Despite these, the networks expose minors to harmful content like drugs and violence, make them vulnerable to cyberbullying, entice adolescent to share personal information and they interfere with sleep (Wong & Hew, 2010).

Balancing the pro and cons needs combined efforts of the media, parents, and teachers because of the ethical issues in play. The right of minor to confidentiality and inability of the social network to bar them from accessing the content demand those who owe minor the duty of care to advise them on effects of online activities. In many states in the US, actions which break the law or the terms of privacy of users of the social network are considered unethical. Teachers have an ethical obligation to educate the minors, parents have a moral duty to bring up the minors in socially acceptable manner and the minors have the moral responsibility to respect the seniors.

References

Auld, G., & Henderson, M. (2014). The ethical dilemmas of social networking sites in classroom contexts. The Social Classroom: Integrating Social Network Use in Education, 192-207.

Byron, T. (2008). Safer Children in a Digital World: The report of the Byron Review. London.

Eugene Loos, H. L., & Mante-Meijer, E. (2012). Generational Use of New Media. London: Ashgate.

Gorzig, A. (2011). Who bullies and who is bullied online? London: EU Kids Online.

Lenhart, A., Purcell, K., Smith, A., & Zickuhr, K. (2010). Social media and mobile internet use among teens and young adults. Boston, MA: Pew Internet and American Life Project.

O'Neill, B. (2010). Media Literacy and Communication Rights Ethical Individualism in the New Media Environment. International Communication Gazette, 72(4), 323-338.

Wong, R., & Hew, K. (2010). The impact of blogging and scaffolding on primary school pupils' narrative writing: A case study. International Journal of Web-based Learning and Teaching Technologies, 5(2), 1-17.