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The Development of Code-of-Ethics: IT Challenges

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The Development of Code-of-Ethics: IT Challenges
The Development of Code-of-Ethics: IT Challenges
The purpose of this research is to impart a scholastic opinion on the topic of computer
ethics, the ethics of American youth, the need for education in ethics for information technology
(IT), the understanding of adult learning theories in teaching IT ethics, the understanding of
sources of challenges, and last but not least, the importance of ethics in IT. Before instituting the
research paper, it is of foremost necessity to discern the definition of ethics. Ethics is a set of
principles dealing with what is good and bad and also with moral duty and obligation (Merriam-
Webster’s collegiate dictionary, 2003). Therefore, ethics is an impeccable code, the instinctive
perception that apprises an individual of what is fair or incorrect. Ethics can originate from
religious beliefs, from the societal laws, from a learned mien, from social conceptions, etc. A
person’s comprehension of ethics that goes into forming an opinion about right or wrong
determines what is ethical or unethical.
Terrell Bynum and Simon Rogerson define the term “computer ethics”, and according to
them computer ethics analyzes and establishes the impacts of information technology on
communal and societal values such as health, wealth, work, opportunity, liberty, justice,
intelligence, privacy, safety, security etc., and this understanding of computer ethics is actuated
by the notion that ultimately information technology will greatly impinge everything that human
beings hold precious (Bynum & Rogerson, 2003). The sheer ambit of computer adoption,
controlling practically every aspect of our everyday life, makes the deciphering of ethical
contemplations most important, because unrestrained ethical transgressions in one area can have
caustic consequences all through the expansive system. Sadly, the momentum of computer
innovation has consistently outrun the augmentation of ethical benchmarks to direct the
utilization of new technologies. This drives us to the need for reflection and introspection that is

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The Development of Code-of-Ethics: IT Challenges
effectuated by information technology (Brooks, 2010). Sometime after its advent, IT has
gradually induced people’s behavior to get into unethical behavior. With the passage of time, the
importance of computers and networks being greatly realized all over the globe, people began to
educate themselves on computer. The outcome is that computers are now in use almost
everywhere; at workplace, at home and while in travelling. Computer applications have grown so
wide that people intentionally perform undesirable and unethical acts (Brooks, 2008). IT has put
forward ethical dilemmas and challenges which need to be seriously scrutinized and rectified.
Instilling knowledge of ethics at an early age by educationists and parents indubitably
proffers positive impacts on young students. Exceptional considerations should be given to a
child’s social and emotional advancement, eminently by educational practitioners, which include
imbuing behaviors of boosting self-esteem and dignity. To get a thorough analysis of ethical
behavior of American youth, Josephson Institute conducts a broad survey of high school students
across the United States of America every two years, called the “report card on the ethics of
American youth”, and these measures value the psychology and attitude of high school students
(Josephson Institute, 2011). The focal point of the most latest survey of 2010 depicts that 21% of
students acceded to stealing from parents or relatives, 18% from friends, more than 40%
sometimes lie to save money, 59% consented to cheating during their tests in which 34% doing it
more than twice, and over 33% admitted to using the internet to forge class assignments,
(Josephson Institute, 2011). Schools must take a passionate approach to exhort ethical behavior
in students by apprising them of ethical concerns, canvassing technology applications in the light
of ethical values, espying technology solecism, administering appropriate use of technological
capabilities, and implementing various approaches to educating students for the legitimate use of
technology to create ethical usage among students.

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The Development of Code-of-Ethics: IT Challenges
Because of the nature of their work, IT professionals have prerogatives and privileges
that grant them access to confidential as well as encrypted data information on the computer
systems of their organization’s network. It depends on them how to utilize this confidential
information, whether ethically or unethically. To get an embracive analysis of ethical challenges
experienced by IT professionals, Ponemon Institute conducts autonomous research on privacy,
data safeguard, and information security polices to capacitate organizations in both private and
public sectors to get a comprehensive understanding of the trends in customs, acumens, and
likely threats that can influence the collection, management, and safeguarding of personal and
arcane information about individuals and organizations (Ponemon Institute, 2012). In one
research, Ponemon Institute examined more than 16,000 IT professionals within the United
States of America and its findings disclosed that 62% of IT workers had used others’ computers
without their consent, 50% had read private information without valid reasons, 42% consciously
violated their company’s privacy protocols, of whom, 32% had an average of 8.4 years of
managerial experience (Harbert, 2007). The notion of ethics and its impact on organizations need
to be managed to its absolute potential and companies have to acquaint their IT professionals
with what is ethically correct and incorrect with reference to their specific jobs.
Colleges and universities should incorporate the teachings of ethical behavior in their
curriculum. Imparting professionally ethical knowledge to students is not just teaching the
goodness of morality but it also means to infuse the aptitude of identifying and dexterously
resisting unscrupulous issues presented by technological activities in their future jobs, to nurture
moral sovereignty, to develop intelligence of thinking judiciously about ethical issues, and ability
to think critically over moral issues. The logic to advance the role of computer ethics in the
computer science curriculum is to deal with the true nature of computing in order to be of help to

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The Development of Code-of-Ethics: IT ChallengesThe purpose of this research is to impart a scholastic opinion on the topic of computer ethics, the ethics of American youth, the need for education in ethics for information technology (IT), the understanding of adult learning theories in teaching IT ethics, the understanding of sources of challenges, and last but not least, the importance of ethics in IT. Before instituting the research paper, it is of foremost necessity to discern the definition of ethics. Ethics is a set of principles dealing with what is good and bad and also with moral duty and obligation (Merriam-Websters collegiate dictionary, 2003). Therefore, ethics is an impeccable code, the instinctive perception that apprises an individual of what is fair or incorrect. Ethics can originate from religious beliefs, from the societal laws, from a learned mien, from social conceptions, etc. A persons comprehension of ethics that goes into forming an opinion about right or wrong determines what is ethical or unethical. Terrell Bynum and Simon Rogerson define the term computer ethics, and according to them computer ethics analyzes and establishes the impacts of information technology on communal and societal values such as health, wealth, work, opportunity, liberty, justice, intelligence, privacy, safety, security etc., and this understanding of computer ethics is actuated by the notion that ultimately information technology will greatly impinge everyt ...
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