1. Ethics, Computing, and the Internet
Censorship or Empowerment?

2. The Hacker Ethic
1. Access to computers—and anything that might teach you something about how the world works—should be unlimited and total. Always
yield to the Hands-on imperative!
2. All information should be free .
3. Mistrust authority—promote the decentralization.
4. Hackers should be judged by their hacking, not bogus criteria such as degrees, age, race, or position.
5. You can create art and beauty on a computer.

3. Computer Ethics (Computer Ethics Institute)
1. Thou shalt not use a computer to harm other people.
2. Thou shalt not interfere with other people’s computer work.
3. Thou shalt not snoop around in other people’s computer files.
4. Thou shalt not use a computer to steal.
5. Thou shalt not use a computer to bear false witness.

4. Continued
6. Thou shalt not copy or use proprietary software for which you have not paid.
7. Thou shalt not use other people’s computer resources without authorization or proper compensation.
8. Thou shalt not appropriate other people’s intellectual output.
9. Thou shalt think about the social consequences of the program you are writing or the system you are designing.
10. Thou shalt always use a computer in ways that insure consideration and respect for your fellow humans.

5. Framing questions:
How much responsibility should faculty assume for students’ behavior?
How much trust are we willing to place in students?
What are the legal ramifications if students come across content that is deemed inappropriate?
What is and is not appropriate and for whom?:
Whose definition of appropriate are we embracing?

6. How do kids learn ethical behavior? (Willard, 2000)
Recognition that an action has caused harm.
Social disapproval.
Punishment by authority.

7. More likely to waiver from personal moral code if:
Limited chance of detection/punishment.
Will not cause perceptible harm or is small in comparison with personal benefit.
Harm is to a large entity (corporation) and no specific person will suffer.
Many others engage in behavior.
Entity/person harmed has engaged in unfair actions.

8. How do technologies affect ethical behavior?
Technology does not provide tangible feedback.
Technology allows us to become invisible.
Others?

9. But yet..
How do we impress upon young people the importance of respecting Microsoft's copyrights in their software when Microsoft has used its monopoly position to suppress the creation of competitive products and overcharge for its own products?

10. How do we encourage young people to avoid sites that promote pornography, hatred, and violence on the Internet when our message that such material is unacceptable is so totally undermined by the messages they are receiving from the entertainment media?

11. How do we impress upon young people that it is unethical for them to hack into a computer system to leave their mark, when dot.com companies are hacking into their computers, leaving marks, and using those marks to track and record personal and private activities, all without their permission? Why is it when an individual hacks into company's computer to leave a mark it is considered a crime, but what a company hacks into an individual's computer it is considered good business?

12. How do we let our youth know that they are valued and important, when in the eyes of the dot.com world they are merely private lives to be profiled, eyeballs to be captured, and pocketbooks to be lightened?

13. Fear and emotional triggers
Decentralized architecture of Internet empowers individuals
Schools are accustomed to controlling information and resources
Students have the technology skills
Who has the power….?

14. Accessing inappropriate content
Acceptable Use Policies *
Filtering or blocking software *
Children’s Internet Protection Act (CIPA)

15. Accessing inappropriate content
District Liability*

16. Protecting Student Privacy
Recognition and credit vs. issues of safety*

17. Student
What are we really concerned about?

18. Plagiarism
Easier now, but a new concern?
New boundaries

19. Democracy and Reformation
Creating content
What happened to monarchies and the Catholic Church in the century after the invention of the printing press?
Democracy and Reformation
Who decides who is allowed to create content?
Muncie Community Schools’ policy on teacher web page creation.