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Software is a key component of solutions for 21st Century problems. These problems are often "wicked", complex, and unpredictable. To provide the best possible solution, millennial software engineers must be prepared to make ethical decisions, thinking critically, and acting systematically. This reality demands continuous changes in educational systems and curricula delivery, as misjudgment might have serious social impact. This study aims to investigate and reflect on Software Engineering (SE) Programs, proposing a conceptual framework for analyzing cyberethics education and a set of suggestions on how to integrate it into the SE undergraduate curriculum.

Ethical behavior, particularly among young people, is of increasing concern to various segments of society. Before this or any behavior can be influenced, an understanding is needed of the factors that shape it, including social influences, cognitive and emotional factors, and attitudes. The purpose of this study was to examine students' knowledge and opinions about online behavior and to ascertain whether their views differed from those of the adults around them. Specifically, the study was designed to assess students' and educators' intuitive understanding of ethics and ethical decision-making, their ability to apply that knowledge to cyber dilemmas, their understanding of how to teach and learn an ethical awareness, and their sensitivity to the social context of cyberethics issues. Three areas were explored. First, what are the unique characteristics of ethics in cyberspace-what are the dilemmas, and how are ethics defined in cyberspace? Second, what is known about moral development in general, and how does it transfer into cyberspace? Finally, what is the social context of online behavior, and how does it impact ethical behavior? Four major themes were identified across all of the five focus groups studied: (1) the cyberethics "authority" recognized by students is much younger than the offline ethical authority; (2) students of different ages use different mental frameworks to decide ethical online behavior; (3) when considering "appropriate" and "inappropriate" behavior online, some issues are clear for both teachers and students, however many other are not; and (4) educators can encourage ethical behavior by recognizing the type of situations that make unethical behavior attractive and challenging to students to channel their technological expertise in positive directions. (Contains 15 references.) (Author/AEF)

The use of the internet, digital technologies, and social media in health professions education (HPE) has grown exponentially since the early 1990s (De Gagne et al., 2018; Kentnor, 2015). Although the technological advances in HPE are beneficial, their use can also be harmful, leading to cyberincivility (Kim & Choi, 2021; Soler-Costa et al., 2021). Cyberincivility, defined as disrespectful or troublesome behavior in a computer-mediated environment, has become an important issue in HPE as it can negatively impact personal and professional well-being (De Gagne et al., 2016; 2018; 2021). Further, as a result of the COVID-19 pandemic, cyber-communication and virtual learning have increased in HPE (Kim & Choi, 2021). Therefore, it is crucial for HPE students to gain an understanding of cyberethics, or the discipline dealing with what is good and bad, and moral duty and obligation as they pertain to online environments and digital media. However, there is limited knowledge on the pedagogy of cyberethics. This scoping review aims to improve the pedagogical understanding of cyberethics in HPE, describe the state of the knowledge in this area and identify knowledge gaps within the existing literature. References: De Gagne, J. C., Choi, M., Ledbetter, L., Kang, H. S., & Clark, C. M. (2016). An integrative review of cybercivility in health professions education. Nurse Educator, 41(5), 239-245. https://doi.org/10.1097/NNE.0000000000000264 De Gagne, J. C., Covington, K., Conklin, J. L., Yamane, S. S., & Kim, S. S. (2018). Learning cybercivility: A qualitative needs assessment of health professions students. Journal of Continuing Education in Nursing, 49(9), 425-431. https://doi.org/10.3928/00220124-20180813-08 De Gagne, J. C., Koppel, P. D., Kim, S. S., Park, H. K., & Rushton, S. (2021). Pedagogical foundations of cybercivility in health professions education: A scoping review. BMC Medical Education, 21(1), 79. https://doi.org/10.1186/s12909-021-02507-z Kentnor, H. E. (2015). Distance education and the evolution of online learning in the United States. Curriculum and Teaching Dialogue, 17, 21-34. https://digitalcommons.du.edu/law_facpub/24/ Kim, K. Y., & Choi, J. S. (2021). Cyberbullying, student nurses' ethical awareness and the COVID-19 pandemic. Nursing Ethics, 28(7-8), 1258–1268. https://doi.org/10.1177/09697330211010280 Soler-Costa, R., Lafarga-Ostáriz, P., Mauri-Medrano, M., & Moreno-Guerrero, A. J. (2021). Netiquette: Ethic, education, and behavior on internet-a systematic literature review. International Journal of Environmental Research and Public Health, 18(3), 1212. https://doi.org/10.3390/ijerph18031212

The use of the internet, digital technologies, and social media in health professions education (HPE) has grown exponentially since the early 1990s (De Gagne et al., 2018; Kentnor, 2015). Although the technological advances in HPE are beneficial, their use can also be harmful, leading to cyberincivility (Kim & Choi, 2021; Soler-Costa et al., 2021). Cyberincivility, defined as disrespectful or troublesome behavior in a computer-mediated environment, has become an important issue in HPE as it can negatively impact personal and professional well-being (De Gagne et al., 2016; 2018; 2021). Further, as a result of the COVID-19 pandemic, cyber-communication and virtual learning have increased in HPE (Kim & Choi, 2021). Therefore, it is crucial for HPE students to gain an understanding of cyberethics, or the discipline dealing with what is good and bad, and moral duty and obligation as they pertain to online environments and digital media. However, there is limited knowledge on the pedagogy of cyberethics. This scoping review aims to improve the pedagogical understanding of cyberethics in HPE, describe the state of the knowledge in this area and identify knowledge gaps within the existing literature. References: De Gagne, J. C., Choi, M., Ledbetter, L., Kang, H. S., & Clark, C. M. (2016). An integrative review of cybercivility in health professions education. Nurse Educator, 41(5), 239-245. https://doi.org/10.1097/NNE.0000000000000264 De Gagne, J. C., Covington, K., Conklin, J. L., Yamane, S. S., & Kim, S. S. (2018). Learning cybercivility: A qualitative needs assessment of health professions students. Journal of Continuing Education in Nursing, 49(9), 425-431. https://doi.org/10.3928/00220124-20180813-08 De Gagne, J. C., Koppel, P. D., Kim, S. S., Park, H. K., & Rushton, S. (2021). Pedagogical foundations of cybercivility in health professions education: A scoping review. BMC Medical Education, 21(1), 79. https://doi.org/10.1186/s12909-021-02507-z Kentnor, H. E. (2015). Distance education and the evolution of online learning in the United States. Curriculum and Teaching Dialogue, 17, 21-34. https://digitalcommons.du.edu/law_facpub/24/ Kim, K. Y., & Choi, J. S. (2021). Cyberbullying, student nurses' ethical awareness and the COVID-19 pandemic. Nursing Ethics, 28(7-8), 1258–1268. https://doi.org/10.1177/09697330211010280 Soler-Costa, R., Lafarga-Ostáriz, P., Mauri-Medrano, M., & Moreno-Guerrero, A. J. (2021). Netiquette: Ethic, education, and behavior on internet-a systematic literature review. International Journal of Environmental Research and Public Health, 18(3), 1212. https://doi.org/10.3390/ijerph18031212

This paper is a discussion of the importance of teaching cyberethics to K-12 students. The paper includes the results of two informal surveys: one of teachers and librarians regarding their experiences with cyberethics instruction, and one of students regarding their knowledge of cyberethics. A description of a school-wide project to emphasize cyberethics through a web collection of student created clip art is also included. Includes an annotated bibliography of 11 sources. (Author)

In teacher education programs, preservice teachers learn about strategies to appropriately integrate computer-related and Internet-capable technologies into instructional settings to improve student learning. Many presume that preservice teachers have the knowledge to competently model and teach issues of safety when working with these devices as well. This study investigated the current knowledge and understandings preservice teachers have about cyberethics, cybersafety, and cybersecurity (C3) topics and their beliefs about their ability to teach them. The researchers conducted a survey with 318 preservice teachers asking them to rate their ability to model or teach 75 C3 topics. The results indicated that the respondents were not prepared to model or teach C3 topics. (Contains 2 tables.)

In teacher education programs, preservice teachers learn about strategies to appropriately integrate computer-related and Internet-capable technologies into instructional settings to improve student learning. Many presume that preservice teachers have the knowledge to competently model and teach issues of safety when working with these devices as well. This study investigated the current knowledge and understandings preservice teachers have about cyberethics, cybersafety, and cybersecurity (C3) topics and their beliefs about their ability to teach them. The researchers conducted a survey with 318 preservice teachers asking them to rate their ability to model or teach 75 C3 topics. The results indicated that the respondents were not prepared to model or teach C3 topics. (Contains 2 tables.)

In teacher education programs, preservice teachers learn about strategies to appropriately integrate computer-related and Internet-capable technologies into instructional settings to improve student learning. Many presume that preservice teachers have the knowledge to competently model and teach issues of safety when working with these devices as well. This study investigated the current knowledge and understandings preservice teachers have about cyberethics, cybersafety, and cybersecurity (C3) topics and their beliefs about their ability to teach them. The researchers conducted a survey with 318 preservice teachers asking them to rate their ability to model or teach 75 C3 topics. The results indicated that the respondents were not prepared to model or teach C3 topics. (Contains 2 tables.)

In today's information and technology-driven world, an increasing number of moral and ethical dilemmas arise. Information ethics involves many complex and challenging issues for today's educators. "The Principles of Information Ethics," by Richard Severson, provides a thought-provoking and common sense discussion of issues related to use of the Internet and other aspects of our information society. This paper reviews the book and presents real situations, as well as other recent and relevant literature, with the goal of offering a simple and practical guide for dealing with moral and ethical questions in information technology. The paper outlines Severson's Four Principles of Information Ethics and Severson's Four-Step Method of Principled Ethics. It then goes on to discuss each principle--respect for intellectual property, respect for privacy, fair representation, and non maleficence. Tips for presenting information about copyright to teachers are provided at the end of the paper. (AEF)

Includes bibliographical references

Includes bibliographical references

Includes bibliographical references