TECHNOLOGY WORLDVIEW 1
Technology Worldview
Kayanna F. Thomas
School of Education, Liberty University
TECHNOLOGY WORLDVIEW 2
Abstract
This paper looks at how technology shapes society through ethics, social responsibility, biblical
principles, and education. It argues that technology is not neutral but a strong force that can
impact human behavior and society, both on purpose and by accident. Using key ethical models,
such as Barbour's ethics in a technological society, Whitbeck's ethics as design, and Kaufman's
socially responsible planning, the paper stresses that those who create technology must think
about its social, cultural, and ethical effects. It highlights problems like bias in algorithms,
privacy issues, and unequal access to digital tools, all of which require action to ensure fairness
and inclusion. The paper also talks about how education can promote digital literacy and teach
ethical use of technology. It suggests that schools, governments, tech companies, and users all
have a role in reducing the negative effects of technology. The biblical perspective, including the
Ten Commandments, offers moral guidelines for using technology responsibly, focusing on
honesty, integrity, and respect for others. By combining ethical choices with social responsibility
in technology, society can use it to empower people and promote fairness.
Keywords: technology, ethics, social responsibility, biblical principles, education, digital
literacy, privacy concerns, equity and inclusion
TECHNOLOGY WORLDVIEW 3
Technology Worldview
Technology plays a large role in shaping almost every intricacy of life; from personal use, to
education, communication, cultural values, and society’s blueprint. According to Waelbers
(2013) Latour uses examples like a speed bump or a sign to illustrate that technologies can exert
social power similar to humans, influencing or guiding actions rather than simply serving as
tools (p. 27). On the other hand, technology is not a neutral entity: it can be embedded with
intentional and unintentional risk and negative effects that has a large influence on the way
people act, think, live, and interact. Technology can perpetuate agendas, bias, and prioritize
specific values over others through its decision and utilization. These concerns emphasize the
need for ethical frameworks and social responsible principles to regulate the development and
implementation of technology tools. My worldview of technology integrates ethical framework,
social responsibility, biblical principles, and my philosophy of education.
Ethical Framework:
Ethics is the principles that guide human behavior in determining what is right and fair in
terms of social cultural context. Ethics is subjective to societal and cultural values. Common
values include respect, equity, justice, and human rights. Ethics in technology emphasizes
recognizing the power of structures and value systems that are intentionally and unintentionally
embedded into technology designs (Winner, 1980). The role of ethics in technology is to
critically assess the function of technology as well as the individual, societal, and cultural
impact.
Traditionally, ethics emphasized individual actions, as seen in Kohlberg's moral
development theory, but attention is now turning to the systemic impacts of technological
TECHNOLOGY WORLDVIEW 4
designs on global and societal levels (Moore & Ellsworth, 2013).This shift includes the
convergence of four models which are Barbour's ethics in a technological society, Whitbeck's
ethics as design, Kaufman's socially responsible planning, and Reeves' conative domain (Moore
& Ellsworth, 2013). Moore & Ellsworth (2013) suggests that we can draw on models from
Science, Technology, and Society (STS) to guide future work in this area. Barbour’s model
shows the need for ethical decision-making in a technological society (Moore & Ellsworth,
2013). Whitbeck’s notion integrates ethics into the design process, ensuring ethical
considerations are part of creating technology (Moore & Ellsworth, 2013). Kaufman advocates
for planning and design practices that prioritize social responsibility and the broader societal
impact of technology (Moore & Ellsworth, 2013). Reeves’ model reintroduces the cognitive
domain, focusing on how design influences human intention, motivation, and behavior, with an
ethical focus (Moore & Ellsworth, 2013).
Technology is not neutral; it carries intentional and unintentional effects that shape
society. According to Gonzalez (2016) Values play a crucial role in shaping and evolving
technology (p.20). Both internal (within the field) and external (societal) values influence its
design, development, and outcomes (Gonzalez, 2016). Among these, ethical values are
particularly significant, impacting the knowledge, processes, and products of
technology(Gonzalez, 2016). Some technology innovations are intended to enhance
communication and collaboration. Winner (1980) noted that technology can be intentionally
created to support political agendas depending on their design and use. Some unintentional
consequences of technology could be lack of equity and digital design. Unequal access to
technology increases socio-economic disparities. Embedded Bias which reflects the technology
creators’ views is another unintended consequence. Privacy breaches that harm users by leaking
TECHNOLOGY WORLDVIEW 5
valuable personal information is an unintended consequence.Some major issues have emerged as
ethical technology issues which include surveillance and privacy, algorithmic bias, and
environmental impacts due to technology use.
Technology practitioners should utilize a framework in order to reflect and analyze
design in order to prepare to debunk technology consequences and risks. They must examine the
ethical implications in each design phase to ensure equity, inclusion, and positive societal impact.
Practitioners must question the interests in which the technology serves. They must also advocate
for policy and ethics regulations to ensure fairness and accountability. Practitioners must include
the ideas and inputs to all stakeholders impacted by the desired technology. This ensures
diversity and equity considers the values of multiple interests which leads to fairness.
Social Responsibility
Technology greatly impacts culture because it changes how people interact, enhances
human productivity, and modernizes daily life. Technology connects individuals and groups
around the world. Information is more widely accessible. Cultural Influences utilizes technology
as an avenue to impact society’s structures.
Gonzalez (2016) highlights how technology creates interactions by enabling instant
communication and collaboration. Platforms like educational learning management systems or
social media allow people to connect across distances, making information more accessible.
However, this shift can weaken face-to-face interaction and aid individuals find comfort in and
prefer virtual connections. For example, the overuse of technology in classrooms can create
disengagement if not balanced with meaningful, face-to-face engagement and collaborations.
TECHNOLOGY WORLDVIEW 6
Advancing humanity is another way technology impacts culture, particularly in
education, where tools like interactive apps and adaptive learning systems cater to diverse needs.
These innovations help students learn at their own pace, closing achievement gaps and
promoting equity. Yet, Gonzalez cautions that the uncritical adoption of technology may
exacerbate inequalities. Students in underfunded schools often lack access to high-quality digital
resources, widening the divide between privileged and disadvantaged communities.
Technology aids in modernizing daily life. Automation and artificial intelligence reduce
tedious processes by increasing efficiency and reducing production time. This enables
individuals, especially professionals, to focus on tasks that require human judgement or input. In
education, tools like automatic grading or content delivery technology allows teachers to focus
more on education. Gonzalez (2016) warns that over-reliance on these tools which can take away
from the humanity needed to address critical issues. Also, data systems raise privacy concerns.
This is very important when considering identity theft, human safety, and user information being
mishandled or exploited.
According to Gonzalez (2016), technological innovation is vital for economic growth but
also poses risks to health and the environment, requiring careful consideration and risk
management (p.147) Industrialized countries use risk analysis to assess and control these risks,
aiming to balance technological progress with safety. However, risk analysis often faces criticism
from the public, especially when it fails to address societal concerns. Public trust in institutions is
further eroded when perceived risks are not managed responsibly or are seen as benefiting
industrial interests over public welfare (Gonzalez, 2016) disasters like Fukushima and the BP oil
spill show the limits of current risk management. As a result, public trust in experts is
challenged, and risk analysis needs to address issues of knowledge, culture, and relationships to
TECHNOLOGY WORLDVIEW 7
regain credibility. Trust is the belief that others will behave positively in risky situations, but how
it forms can differ. The three models of trust are the competence, cultural, and relational models
and they explain different ways trust is placed in safety institutions, focusing on knowledge,
values, and reflection in the relationship between the public and experts (Gonzalez, 2016).
Technology can amplify society inequities. Winner’s analysis of technology shows that
digital tools can perpetuate biases that are intentionally embedded in the design. Algorithmic
decision-making in areas like various sectors of employment can lead to systematic
discrimination which can further reinforcing disadvantages of marginalized groups. The risks
associated with technology include cyberbullying especially through social media and gaming
platforms. Data security and ethical concerns surrounding the storage and use of information also
post threats, especially when technology becomes more integrated into daily life. These risks
require strategic evaluation and proactive strategies to ensure technology positively impacts
technology.
According to Arnaldi & Bianchi (2016),the three types of responsibility: assumption,
ascription, and subjection (p. 33). They often overlap and influence each other. Assumption
happens when someone takes responsibility and considers how their actions affect others
(Arnaldi & Bianchi, 2016), Those affected may respond by attributing responsibility (ascription)
or holding the person accountable (subjection) (Arnaldi & Bianchi, 2016). Responsibility can
also involve indirect situations, where someone takes responsibility for another’s actions because
they feel obligated to do so. In such cases, those impacted might blame one person but expect
another to address the consequences. Responsibility for reducing the risks of technology is
shared among government, designers/corporations, educators, and individual users. Policy
Makers in government must regulate technology to ensure that it is ethically appropriate, protect
TECHNOLOGY WORLDVIEW 8
user privacy, and equalize access. This is an example of Subjection Responsibility. Corporations
should prioritize data security, transparency, and inclusivity in their designs. This is an example
of Assumption Responsibility. Designers should evaluate their design for bias to be sure they are
not perpetuating any political agenda, discriminatory bias, or encouraging cultural appropriation
of one culture. Educational institutions play a critical role in ensuring digital literacy from an
early age. This will have a powerful impact on society as a whole. Educational institutions
should advocate for teachers and students to utilize technology responsibly. Individuals share
responsibility for using technology ethically and for advocating for accountability from larger
institutions. (Gonzalez, 2016). This is an example of Ascription Responsibility.
Biblical Worldview
When contemplating my technology worldview and thoughts on ethical technology
use/social responsibility; the ten commandments highlight the principles and ethics outlined by
God. Exodus 20:16 states, “ Thou shalt not bear false witness against thy neighbor”(King James
Bible, 1769/2017). This verse emphasizes honesty and integrity which are essential components
of ethical technology use. Just as the commandments instruct us, technology should promote
transparency and accuracy, and users must respect others’ rights. The commandment, “Thou
shalt not steal.” (Exodus 20:15, King James Bible, 1769/2017) can be connected to preventing
theft of intellectual property that can be assessed through technology as well as protecting
individuals’ digital data.
Social Responsibility is also addressed in the Ten Commandments. “ Thou shalt not Kill”
(Exodus 20:13, King James Bible, 1769/2017) promotes safeguarding the well-being of others.
Regarding technology, this could connect to preventing harm caused on social media platforms,
like cyberbullying, online harassment, and exploitation. Developers and users should ensure that
TECHNOLOGY WORLDVIEW 9
technology creates positive social change. “Thou shalt love thy neighbor as thyself” (Mathew
22:39), exemplifies honoring God through showing respect for others. Ethical technology use
requires treating others with fairness, respect, and dignity. Technology should be used to honor
God not to exploit or oppress others. As the commandments guide individuals to live by moral
principles, ethical technology requires responsibility and commitment to improving the
well-being of all.
Philosophy of Education
My philosophy of education is rooted in the fundamental belief that every student, no
matter their race, ethnicity, socio-economic status, or religious background, deserves an
education that supports their intellectual, emotional, physical, and social development. I firmly
believe that education should be more than just academic achievement; it should be about
creating a safe, engaging, and supportive learning environment where all students feel valued,
heard, and respected. Each child possesses a unique potential, and it is my responsibility as an
educator to create an environment where this potential can flourish. I aim to create a space that
encourages curiosity, allows for risk-taking, and promotes personal growth. Every student should
be given the freedom to explore, ask questions, and seek out new ideas without fear of failure.
Furthermore, I believe that education should empower students to explore their passions, develop
their skills, and become independent thinkers who can analyze and address real-world
challenges. Through this process, students are not only gaining knowledge but are also
developing the critical thinking skills that will serve them for a lifetime. Education should teach
students how to problem-solve, communicate effectively, and collaborate with others to find
TECHNOLOGY WORLDVIEW 10
innovative solutions to the problems they encounter. These skills are essential for success in a
complex world.
The long-term impact of education extends beyond individual achievement. It is essential for the
creation of a society that values equity, respect, and collaboration. An educated population is
better equipped to tackle societal challenges, whether social, environmental, or economic, and to
build a future that works for everyone. By embracing diversity and making education accessible
to all, we strengthen our communities and ensure that no one is left behind. A diverse and
inclusive educational system fosters mutual respect and understanding, helping to bridge cultural
divides and promote social cohesion.
Ultimately, education is a tool for social transformation. It is a pathway to integrity,
responsibility, and the creation of opportunities for everyone to reach their full potential. By
valuing education and its power to empower individuals and communities, we lay the foundation
for a future where innovation, progress, and positive change are possible. Education is not just
about academic success; it is about creating a better world for all.
Technology Worldview
My worldview of technology is based on my beliefs of ethics, social responsibility,
biblical principles, and a belief in the power of education. I disagree with the National Rifle
Association's (NRA) slogan "Guns Don’t Kill People, People Kill People" with the slogan "Guns
Kill People"(Waelbers, 2011, p. 29). Latour's perspective challenges the NRA's view, pointing
out that guns and people are both necessary for shootings to occur, and the presence of a gun can
influence a person's behavior, making them feel more confident or aggressive (Waelbers, 2011, p.
TECHNOLOGY WORLDVIEW 11
29) Technology is not neutral; it carries intentional and unintentional effects that shape society. It
is crucial that technology developers and stakeholders consider ethics throughout the design
process and user regulation. This will ensure that technology has a positive societal impact.
Ethical technology requires a commitment to values such as respect, equity, and justice.
Technology Stakeholders must consider and reflect on the interest their design serves and must
advocate for fairness and accountability during usage.
Technology has greatly impacted society by transforming communication, improving
productivity and efficiency, and enhancing daily life. While technology developments improve
equity, if not implemented effectively; it can increase disparities. Unequal access to technology
and algorithmic biases and data privacy concerns pose significant risks. To decrease the
possibility of these risks stakeholders must recognize and accept shared responsibility.
Government policymakers, tech companies, educators, and individual users must actively work
to prevent the negative impacts of technology. Policymakers must regulate technology and
promote privacy and equity, tech companies must prioritize transparency and mitigate
perpetuated bias, educators must prioritize digital literacy at an early age, and individuals must
use technology ethically and hold stakeholders accountable. My Biblical worldview emphasizes
honesty, integrity, and respect for others. Technology should be used to uplift and empower
rather than exploit and oppress others. My philosophy of education shapes my approach to
technology. Education should nurture students’ intellectual, emotional, physical, and social
growth providing a safe and supportive environment for all learners. The effective integration of
education and technology can encourage students to critically think to address real-world
challenges. By encouraging curiosity, equity, and collaboration, education lays the foundation
TECHNOLOGY WORLDVIEW 12
for creativity and progression. Technology and education can create a society that values
integrity, equity, and well being for all.
Implications for Practitioners
Waelbers (2011) emphasizes the need for practitioners to take responsibility for the
effects of technology by using practical reasoning to reflect on decisions (p. 91). They need to
develop tools that help us make informed, forward-looking choices, even though we cannot
predict the future. While we may not foresee all long-term consequences, imagining the social
and moral impacts of new technologies is essential for making well-balanced decisions
(Waelbers, 2011). These exercises are important to understand potential outcomes, as
human-technology interactions often lead to unintended consequences. Recognizing that
technology is not neutral but carries embedded, agenda, biases, and social impacts ensures that
stakeholders critically evaluate how technology is designed, implemented, and utilized
(Waelbers, 2011). This evaluation serves as a tool for diversity and equity and leads to mitigating
disparities and systemic biases.
For the field of education, ethical technology emphasizes the need to integrate technology
in ways that enhance learning outcomes while addressing the ethical and social challenges
brought on by the technology. Educators must strive to bridge the digital divide by advocating
for equal access to digital resources and tools. According to Moore & Ellsworth (2014) the focus
is shifting from merely "access" to "access to what" and whether what learners are accessing is
meaningful. This shift shows a key issue in educational technology: poor design or
implementation can perpetuate or worsen social inequalities.
TECHNOLOGY WORLDVIEW 13
Policy makers should establish clear regulations to protect student data and privacy.
Legislation has been enacted in response to concerns about cyberbullying, privacy, and online
safety for students (Moore & Ellsworth, 2014). Laws such as the Family Educational Rights and
Privacy Act (FERPA) address inappropriate access to student records, while the Children’s
Internet Protection Act (CIPA) and the Children’s Online Privacy Protection Act (COPPA)
protect students from exposure to harmful content and exploitation (Moore & Ellsworth, 2014).
Ethical research in educational technology shows the importance of these laws in balancing
children's safety with adults' rights, as well as ensuring a balance between freedom of speech and
protection from unethical uses of information (Moore & Ellsworth, 2014).
Schools and educational institutions should strive to provide professional development in
order to prepare educators with the skills to use technology responsibly and effectively. As a
reading interventionist, I view technology as a powerful tool for improving literacy. Apps that
cater to students’ individual needs are so valuable in my field because my job is to provide
intense intervention to improve reading difficulties. Technology tools that aid in helping discover
and pinpoint reading deficiencies are very important. Data analysis technology tools help
teachers understand and evaluate assessment in order to determine the best course of action to
remedy the problem. Digital libraries give students access to literature at school, home, and
beyond. This is especially important for disadvantaged students who may not have access to
books at home. While grading and progress monitoring tools can make assessment analysis more
effective, it's important that I understand my responsibility to find the appropriate balance and
my judgment is also essential. I understand that it is my responsibility to educate my students to
use technology ethically. Reading Interventionists should encourage students to use technology
with integrity and confidence. It is important to promote limited screen time, valuing privacy,
TECHNOLOGY WORLDVIEW 14
and praising appropriate online behavior. This will help ensure technology can have a positive
impact on students and aid in the goal of enhancing students literacy skills. It is vital to educate
students and families on digital literacy. Al-Qaliaf & Al-Mutairi (2016)’s study found that digital
literacy instruction in school environments aided in enhancing academic achievement. The
findings revealed that by the end of the semester, students writing in English as a Foreign
Language (EFL) demonstrated improvements in sentence length, fewer spelling and grammatical
errors, greater motivation, independence, and a more positive attitude towards learning
(Al-Qaliaf & Al-Mutairi, 2016). While educators are enthusiastic about using web technologies
in teaching, they express concerns about digital literacy skills, technology use behavior, and
limited access to digital content(Al-Qaliaf & Al-Mutairi, 2016). User responsibility should be
clearly outlined and they should understand that there is power in their voice. Parents should
advocate for safe, responsible, and ethical technology tools. For families, educators can serve as
a guide in understanding how to support their children’s learning while ensuring ethical and
responsible technology use.
TECHNOLOGY WORLDVIEW 15
References:
Al-Quallaf, C.L., & Al-Mutairi, A.S.R. (2016). Digital literacy and digital content supports
learning: The impact of blogs on teaching english as a foreign language. Electronic
Lbrary, 34(3) 522-547. https://doi.org/10.1108/EL-05-2015-0076
Arnaldi, S., & Bianchi, L. (2016). Responsibility in science and technology. In Technikzukünfte,
Wissenschaft und Gesellschaft / Futures of Technology, Science and Society. Springer
Fachmedien Wiesbaden. https://doi.org/10.1007/978-3-658-11014-7_2
Gonzalez, W. J. (Ed.). (2016). New perspectives on technology, values, and ethics. Boston
Studies in the Philosophy and History of Science, 315.
https://doi.org/10.1007/978-3-319-21870-0_1
King James Bible: (1769/2017). King James Bible Online
TECHNOLOGY WORLDVIEW 16
Moore, S.L. & Ellsworth, J.B. (2014). Ethics of Educational Technology. In: Spector, J., Merrill,
M., Elen, J., Bishop, M. (eds) Handbook of Research on Educational Communications
and Technology. Springer, New York, NY. https://doi.org/10.1007/978-1-4614-3185-5_10
Waelbers, K. (2013). Doing good with technologies: Taking responsibility for the social role of
emerging technologies. Philosophy of Engineering and Technology, 4,
https://doi.org/10.1007/978-94-007-1640-7_2
Winner, L. (1980). Do Artifacts Have Politics? Daedalus, 109(1), 121–136.
http://www.jstor.org/stable/20024652
