Abstract
This paper addresses the challenges of teaching computer ethics to engineers. The computer professionals are identified as the starting point of the stakeholder's network of ICT and as a consequence it is underlined the importance of computer ethics courses for engineers. To this purpose, a simple four-steps methodology is proposed for teaching computer ethics. The importance of applying the paradigm of complex systems is then described and the three dimensions of Slow Tech (good, clean, and fair ICT) are proposed as a compass for designing complex socio-technical systems. Finally some preliminary results coming from the feedback of about some hundreds students in several years are illustrated.
Highlights
In order to address the many aspects of the social and ethical impacts of computing, one of the most useful tools is the so called "stakeholders network"
By designing a typical stakekolders network related to Information and Communication Technologies (ICT), one will find a complex net of nodes and relationships: Figure 1
These persons are the ICT designers: computer professionals. They have a growing impact on society and a growing responsibility in their hands towards to users and the environment. For this reason this paper concentrates the attention on computer professionals the 'core' stakeholders of ICT
Summary
At the "core" of these companies one will find the main actors: the persons that design ICT products, hardware, software, networks, and services and related Human Computer Interactions (HCI) They use all the technologies (from cloud computing to big data, from the Internet-of-things to machine-learning, etc.) for developing new products and services that become innovations for billions of users and for a gigantic market that is around 3.5 Trillion Dollars (Gartner, 2017). These persons are the ICT designers: computer professionals. In the conclusions of the paper some further directions of future studies are proposed
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