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Symposium on Computer Ethics Guest Editor's Note
... For Floridi, a good action decreases the amount of destruction of information world which is labeled as entropy of the infosphere (italics added for emphasis), and a bad one increases it (Hongladarom, 2008). Hence, computer ethics, a relatively young discipline, is now one of the most important branches of ethics as a philosophical field (Adam, 2001;Adam & Ofori-Amanfo, 2000;Bynum, 1997;Ess, 2007;Tavani, 2001Tavani, , 2004Van Den Hoven, 1997). The concept of computer ethics which refers to ethical problems aggravated, transformed or created by computer technology was coined by Walter Maner in 1970s (Bynum, 2001(Bynum, , 2006. ...
... Hence, computer ethics, a relatively young discipline, is now one of the most important branches of ethics as a philosophical field (Adam, 2001;Adam & Ofori-Amanfo, 2000;Bynum, 1997;Ess, 2007;Tavani, 2001Tavani, , 2004Van Den Hoven, 1997). The concept of computer ethics which refers to ethical problems aggravated, transformed or created by computer technology was coined by Walter Maner in 1970s (Bynum, 2001(Bynum, , 2006. In the early 1980s, ethical issues in computing became one of the important issues of philosophers, computer scientists, and scholars (Van Den Hoven & Lokhorst, 2002). ...
Increased use of technology for instructional purposes has caused some debates about ethical and/or moral use of computers. All teachers, as practitioners of ICT in learning settings, must feel responsible for educating students on “what is right and what is wrong?” of computer use. This study aimed to determine prospective teachers’ unethical computer using behaviors at a faculty of education in Turkey. The results showed that the participating prospective teachers are sensitive to ethical computer use. However, the general mean of the surveys is above the average by a small degree that makes the participants’ judgments of ethical use inconsiderable. It can be concluded that they undermine ethical computer use. Science teachers and computer education teachers’ judgments were less ethical than those of classroom teachers and social sciences teachers. The results also revealed that female candidate teachers were more concerned about ethical issues and that prospective teachers who had up to five years of PC experience considered ethical computer use more than those with five years and beyond. After the survey analysis, the study was completed with qualitative data gathered from semi-structured interviews with nine students.
... Moor and Bynum (2002) state that cyber philosophy is the intersection of philosophy and computing. Various authors imply that the ethical question of "what is the nature of right and wrong?" or people's desire to do good and their wish / need to avoid doing harmful behavior is one of the field questions of that cyber philosophy (Bynum, 1997;Ess, 2007;Floridi, 2002Floridi, , 2004Hongladarom, 2008;Macer, 2007;Tavani, 2001Tavani, , 2004Van Den Hoven, 1997;Van Den Hoven & Lokhorst, 2002). In 1970s Walter Maner coined the concept of computer ethics (Beycioglu, 2009). ...
This descriptive study explores the elementary school computer teachers’ attitudes and awareness regarding ethical computer use in classrooms and the differences in teachers’ attitudes and awareness in terms of demographic variables including gender, teaching experiences, pre-service/in-service education about ethical computer use. In order to measure computer teachers’ attitudes, awareness, and teaching practices regarding computer ethics, an adopted version of Cyberethics Questionnaire (CEQ), originally developed by Yamano (2004), was used in this study. The CEQ was administered to 150 teachers working for elementary schools in Hatay, Turkey. After incomplete and erroneous forms were discarded, a total number of 141 questionnaires completed by 60 female and 81 male computer teachers were considered for analysis. Results show that the opinions of male and female teachers are significantly different.
This descriptive study explores the elementary school computer teachers’ attitudes and awareness regarding ethical computer use in classrooms and the differences in teachers’ attitudes and awareness in terms of demographic variables including gender, teaching experiences, pre-service/in-service education about ethical computer use. In order to measure computer teachers’ attitudes, awareness, and teaching practices regarding computer ethics, an adopted version of Cyberethics Questionnaire (CEQ), originally developed by Yamano (2004), was used in this study. The CEQ was administered to 150 teachers working for elementary schools in Hatay, Turkey. After incomplete and erroneous forms were discarded, a total number of 141 questionnaires completed by 60 female and 81 male computer teachers were considered for analysis. Results show that the opinions of male and female teachers are significantly different.
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