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为了看到这是一个好主意,教道德的学生,我们需要看看学生。也许学生moragity理解伦理道德,不需要教。也许最好是告诉他们该做什么,而不是让他们去思考原因。如果我们教学生道德,他们会觉得有用吗?。这些事情我们需要知道,然后再决定是否是或不是一个好主意,教道德的学生。让我们从学生已经掌握的技能开始。本文对计算机素养:由Nitham M. Hindi大学水平的课程教学的启示是一篇老文章,谈到什么计算机技能的学生。它指出,计算机技能是非常重要的业务,它认识到学生没有适当的技能。现在的学生至少换工作10次,换职业至少三次。计算机技能的重要性并没有丧失。在教育学院,我们需要采取电脑使用类,即使他们不叫它。也有许多其他院系,包括业务需要采取计算机使用类。本文还指出,许多学生在高中的计算机课程有一个巨大的知识打印机,互联网和硬盘驱动器。一些学生还拥有病毒防护操作系统和显示单元的知识。虽然学生有很多关于如何服务的知识,他们没有知识的“软”的问题。这方面的知识包括社会问题,伦理问题,全球性问题和法律问题。似乎没有多大改变。在计算机科学,电影和摄影,或图形的重点是如何。社会学方面没有显示。在图形课,学生们正在上PS图象处理软件为什么不说说照片修饰的社会问题。一方面这个问题是photoshoping画创造一个虚幻的美感。这篇文章还说,在计算机课程中,男性比女性更可能讨论道德问题。这指出了另一个有趣的事实。也就是说,女性更可能不看电脑的任何社会后果。在我的研究中,我注意到一个有趣的主题出现了。这个主题表明,讨论电脑的社会后果可能会使电脑课程更有趣的女性。事实上,这是一个共同的线程。我甚至找到了一篇名叫《性别与计算机伦理学》的文章,Alison Adam对此有争议。不管是哪种方式,在社会方面的思考可能会让不同的人有不同的观点。我还发现另一篇文章,提到女性的自信心在电脑课程中经常被削弱。这句话来自一个女人,她有很多编程经验,她参加了计算机科学课程,她说


In order to see it is a good idea to teach ethics to students we need to look at the students. Perhaps the moragity of students understand ethics and thus don’t need to be taught. Maybe it is better to tell them what to do and not get them to think about the reasons why. If we were to teach students ethics would they find them useful. These all the things we need to know before we decide whether it is or is not a good idea to teach ethics to students. Let’s start off by looking at the skills the students already have. The article Computer Literacy: Implications for Teaching a College-Level Course by Nitham M. Hindi is an older article that talked about what computer skills students have. It noted that computer skills are very essential to business and it recognizes students do not have the appropriate skills. Students nowadays will change jobs at least 10 times and change careers at least three times. The importance of computer skills is not lost. In the faculty of education we need to take a computer usage class even though they won’t call it that. Also many other faculties including business need to take a computer usage class. This article also noted that many students who took a computer course in high school had a vast knowledge of printers, the Internet and hard drives. Some of the students also had knowledge of virus protection operating systems and display units. Although students had a lot of knowledge about the how tos, they do not have knowledge about the “softer” issues. This knowledge includes social issues, ethical issues, global issues, and legal issues. It seems like not much has changed. In computer science, film and photography, or graphics the focus is on the how to. The sociological side isn’t shown. In a graphics class where the students are working on Photoshop why not talk about the social issues of retouching photos. One side to this issue is Photoshoping pictures to create an unreal sense of beauty. This article goes on to say that men were two times more likely than females to have discussed ethical issues in a computer course. This points out another interesting fact. That is that females are more likely not to have looked at any social ramifications of computers. During my research I noticed an interesting theme that emerged. This theme suggested that discussing social ramifications of computers may make computer courses more interesting to females. In fact this was a common thread. I even found an article called Gender and computer ethics By Alison Adam which disputed this. Either way thinking in the social side might hook different people with different perspectives. I also found another article that mentioned that women’s confidence is often undermined in computer courses. This quote is from a woman who had a lot of programming experience that took a computer science course she said that


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