Technology Revolutionizes Cheating in the Classroom
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TECHNOLOGY REVOLUTIONIZES CHEATING IN THE CLASSROOM
Cheating in the classroom is an unfortunate fixture in the history of our educational system. “The evidence indicates that many students cheat regularly and few students never cheat” (Kerkvliet and Sigmund, 1999, p. 331). Although the methods may have changed over the years, the basic concept remains constant. “The essence of cheating is fraud and deception” (Athanasou and Olasehinde, 2002).
The majority of students indicate a belief that cheating is wrong. “The percentage of students answering yes to the question Is it wrong to cheat? has never been below 90%” (Pruett, 2006). Yet the percentage of students who admit to having engaged in some form of cheating remains high.
The varying perception of what behaviors constitute cheating among different age groups of students, as well as faculty, is of particular interest. In practical terms, this is not a black and white issue. Through the use of surveys, the general theme remains that cheating includes behaviors which allow an individual student to use the work of another and receive credit for it.
References
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Kerklivet, J. & Sigmund C. (1999). Can We Control Cheating in the Classroom? Journal of