Chapter 4 and 9 - Social and Ethical Issues

Background

It is crucial that we include discussions about social and ethical issues in computing in our classrooms. Technology and computing systems play an increasingly significant role in our daily lives. As our world becomes more reliant on technology, it is vital to ensure that not only the creators but also the users of technology understand the ethical implications of their decisions. From issues related to privacy, security, and algorithmic bias to concerns about the impact of automation on employment and the environment, there are numerous ethical and social considerations that must be taken into account. Teaching about these issues helps students develop a deeper understanding of the broader impacts of computing and empowers them to make informed decisions about the technologies they create and use. Moreover, it also helps to foster a more responsible and inclusive computing culture that prioritizes the well-being of individuals and society as a whole.

Each unit we will spend some time considering social and ethical issues related to the material in the chapter(s). We will present several scenarios that we ask you to consider and be prepared to discuss in small groups at the Community of Practice events. When reflecting on each scenario we encourage you to begin by writing down several elements for discussion

1. Who are the various stakeholders in this scenario?
• Don't stop after the obvious. At first glance this might be a list of who might be at "fault." But you also should include who along the way might have been in a position to check up on those at fault and failed to do so, as well as those who have been impacted by the decisions of others.
2. What elements in the scenario were places where "poor" decisions may have been made?
3. Were the "poor" decisions made in good faith or from a place of good intentions, or were they made from a place of laziness or cost savings?
4. What different decisions could have been made? What might have been the reasoning behind NOT making these decisions?
5. What elements of the unit you just completed are factors in this scenario. [Why did we write about this scenario here rather than elsewhere?]

After you complete this list, begin to formulate some opinions about what is going on in the given scenario and, where appropriate, who is "at fault."

NOTE: Ever time we teach this class there are some participants who take this activity too legally and too literally. They want to argue that they aren't a lawyer and shouldn't be asked to give legal opinions. Or, they rush out to google and try to find out the results of any court case from a similar scenario. That is missing the point of this activity. This activity is intended to get you thinking about the decisions we make and the impacts of making them. Nothing more. Nothing less.

Scenarios

• Scenario #1
  • Internet applications such as Facebook, Twitter, etc. can be used to try to persuade people to a particular point of view or otherwise influence their thinking.
    • What responsibilities, perhaps liability, does the service provider have?
    • What responsibilities, perhaps liability, should the service provider have?
• Scenario #2
  • Are corporations required to provide the government with mechanisms to access customer information or devices that are encrypted?  Should they be?  
  • Are individuals required to provide access to their devices that may be protected by an account password and/or encryption?  Should they be?  
  • Should the two cases be the same?
• Scenario #3
  • If you use a credit card, your individual purchases at stores are recorded.  Should information about your purchases be used to determine your credit worthiness?  Defend your answer.
• Scenario #4
  • Should law enforcement agencies be given access to databases for the purpose of identifying individuals with criminal tendencies, even though the individuals might not have committed a crime?  Defend your answer.