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  1. Computer Teachers’ Attitudes toward Ethical Use of Computers in Elementary Schools.Niyazi Özer, Celal Teyyar Ugurlu & Kadir Beycioglu - 2011 - International Journal of Cyber Ethics in Education 1 (2):15-24.
    This descriptive study explores the elementary school computer teachers’ attitudes and awareness regarding ethical computer use in classrooms and the differences in teachers’ attitudes and awareness in terms of demographic variables including gender, teaching experiences, pre-service/in-service education about ethical computer use. In order to measure computer teachers’ attitudes, awareness, and teaching practices regarding computer ethics, an adopted version of Cyberethics Questionnaire (CEQ), originally developed by Yamano (2004), was used in this study. The CEQ was administered to 150 teachers working for (...)
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  • The internet, identity and intellectual capital: a response to Dreyfus’s critique of e-learning.James Petrik, Talgat Kilybayev & Dinara Shormanbayeva - 2014 - Ethics and Information Technology 16 (4):275-284.
    This paper defends the possibility that meaningful learning can be supported by the Internet. Responding to Hubert Dreyfus’s neo-Kierkegaardian contention that the Internet inhibits and does not support meaningful learning, we argue that it is a valuable tool for learning that can promote the development of intellectual expertise without the accompanying atrophy of personhood that Dreyfus believes is a prominent effect of extensive engagement with the Internet. Additionally, we argue that a conflation of practically ultimate commitments and epistemically ultimate commitments (...)
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  • Ethical Issues in Technology-Mediated Education.John Nnaji - 2012 - International Journal of Cyber Ethics in Education 2 (2):44-51.
    Contemporary system of education has been strongly revolutionised as a result of the current trends of facilitating learning and improving performance through creation, usage, and management of appropriate technological processes and resources. Manipulating technology in a way to use information correctly and realize information flow effectively has become a necessity. However, such necessity has been beclouded by variety of ethical issues that range from privacy, accuracy, accessibility to question of intellectual property rights. It is such ethical problems that this paper (...)
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  • Anonymity and commitment: how do Kierkegaard and Dreyfus fare in the era of Facebook and “post-truth”?Soraj Hongladarom - 2019 - AI and Society 34 (2):289-299.
    This paper looks at the situation first described by Dreyfus :369–378, 2002) in his seminal paper, in order to find out whether and, if so, to what extent the use of Internet in education is still characterized by anonymity and commitment in today’s social media and ‘post-truth’ era. Current form of web technology provides an occasion for us to rethink what the Press and the Public, two main Kierkegaardian themes, actually consist in. The very ease and rapidity of how information (...)
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  • Authentic Journalism? A Critical Discussion about Existential Authenticity in Journalism Ethics.Kristoffer Holt - 2012 - Journal of Mass Media Ethics 27 (1):2-14.
    Authenticity as an ideal is construed in general as an expression of existentialist unhappiness with the perceived dehumanization of man in modern society. Existential journalism can be seen as rejection of the demands of conformism and compromise of personal convictions that many journalists face. Ethically, existential journalism calls on journalists to live authentic lives, as private individuals as well as in their profession. This means to resist external pressures and to choose to follow a path that can be defended by (...)
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  • Social and ethical dimensions of computer‐mediated education.Philip Brey - 2006 - Journal of Information, Communication and Ethics in Society 4 (2):91-101.
    This paper addresses social and ethical issues in computer‐mediated education, with a focus on higher education. It will be argued if computer‐mediated education is to be implemented in a socially and ethically sound way, four major social and ethical issues much be confronted. These are: the issue of value transfer in higher education: can social, cultural and academic values be successfully transmitted in computer‐mediated education? the issue of academic freedom: are computer‐mediated educational settings conducive for academic freedom or do they (...)
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  • Correspondents theory 1800/2000: philosophical reflections upon epistolary technics and praxis in the analogue and digital. [REVIEW]Anthony John Charles Ross - unknown
    When we talk about things like the 'lost art of letter-writing' or the 'digital communications revolution,' what do we mean? What do we lose and what do we gain as we move towards digital ways of being in the world? Critically engaging with many of the canonical writers in the philosophy of technology , and following what has been termed the 'empirical turn' in that discipline, this thesis answers such questions by means of a philosophical, comparative study of epistolary technics (...)
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