We paint a picture of preadolescent students’ thinking on a topic of everyday importance: the right to use and the responsibility not to abuse digital technology in school. We analyzed the writing of students in grades 4–7 in response to an essay prompt about classroom iPad (tablet computer) use after a hypothetical cyberbullying incident, focusing on the solutions that students proposed to avoid a repeat infraction. Solutions were categorized into six types, each of which, in turn, tended to embody one of the two orientations toward this issue: One emphasized restricting rights to device access, and the other placed responsibility for appropriate device use on the students themselves. We explored students’ focus on rights or responsibilities in light of their social perspective‐taking skills and their grade level. Findings suggest that grappling with urgent, personally relevant social and moral issues stimulates analytic and writing skills.

中文翻译：

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科技的权利与责任：学生对课堂政策的看法

我们为青春期前的学生们思考一个日常重要的主题画一幅画：使用权和在学校中不滥用数字技术的责任。我们针对假设的网络欺凌事件发生后有关教室iPad（平板电脑）使用的文章提示，对4-7年级学生的写作进行了分析，重点是学生提出的避免重复违规的解决方案。解决方案分为六种类型，每种类型都倾向于体现针对此问题的两种方向之一：一种强调限制设备访问的权利，另一种强调对学生自己正确使用设备的责任。我们根据他们的社交观点和技能以及年级水平，探索了学生对权利或责任的关注。