In law school, there tends to be little «group» work and hence less
opportunities for plagiarism between fellow students to arise since most evaluation is based on either 100 % exams or on quite individualized essay topics.
Retaining an explicit emphasis in the new standards on including «
opportunities for students to study relationships among science, technology, and society» (Hicks et al., 2014, Table 1) would open the door to consideration of a set of issues that every future teacher ought to be thinking about,
for example, the power relationships enacted online as manifest through sexism, racism, anti-Semitism, and homophobia; the quality of the discourse and information that circulates there and the effects of rumor on reputation; notions of public and private in a digital age; cyber bullying and suicide; copyright and
plagiarism; ethics and professional responsibilities related to social media; and a host of other topics and questions that a critical media literacy approach could raise regarding technology and citizenship education.