A social implications of computing course which “teaches” computer ethics

ABSTRACT

Computers are integral to today's world, forming our society as well as responding to it. In recognition of this interaction, as well as in response to requirements by the Computer Science Accrediting Board (CSAB), many schools are incorporating computer ethics and values and addressing the social implications of computing within their curriculum. The approach discussed here is through a separate course, rather than relying on the integration of specific topics throughout the curriculum.

REFERENCES

• 1: George G Bear, Teaching computer ethics: why, what, who, when, and how, Computers in the Schools, v.3 n.2, p.113-118, June 1986 [doi>10.1300/J025v03n02_14]
• 2: Cohen, E. & Cornwell, L. (989) . Journal of Business Ethics, 8, pp. 431-437.
• 3: Donald Gotterbarn, A “capstone” course in computer ethics, Teaching computer ethics, Southern Connecticut State University, New Haven, CT, 1992
• 4: Miller, K. (1988). Integrating computer ethics into the computer science curriculum.
• 5: Computer Science Education, i, pp. 37-52.
• 6: Pulliam, S. (1991, August). Thouqhts on teaching social implications of computing. Paper presented at National Conference on Computing and Values, New Haven, CT.
• 7: Western Kentucky University Bulletin (1991). Bowling Green, Kentucky: Western Kentucky University.

INDEX TERMS

Primary Classification:
  K. Computing Milieux
  K.7 THE COMPUTING PROFESSION
      K.7.m Miscellaneous
          Subjects: Ethics**

Additional Classification:
  K. Computing Milieux
  K.3 COMPUTERS AND EDUCATION
      K.3.2 Computer and Information Science Education
          Subjects: Curriculum; Computer science education
  K.4 COMPUTERS AND SOCIETY

General Terms:
Human Factors