The Unfinished Revolution: Human-Centered Computers and What They Can Do for Us
The Unfinished Revolution: Human-Centered Computers and What They Can Do for Us
Mapping the foundationalist debate in computer ethics
Ethics and Information Technology
Communications of the ACM
Information Systems Research
Communications of the ACM - Has the Internet become indispensable?
On the Morality of Artificial Agents
Minds and Machines
Defining the information technology workforce from the educational perspectives: a pilot study
CITC5 '04 Proceedings of the 5th conference on Information technology education
Who is "the IT workforce"?: challenges facing policy makers, educators, management, and research
Proceedings of the 2005 ACM SIGMIS CPR conference on Computer personnel research
Ethics and Technology: Ethical Issues in an Age of Information and Communication Technology
Ethics and Technology: Ethical Issues in an Age of Information and Communication Technology
Invoking politics and ethics in the design of information technology: undesigning the design
Ethics and Information Technology
The ethics of designing artificial agents
Ethics and Information Technology
Ethics and information systems -- Guest editors' introduction
Information Systems Frontiers
Characterizing the need for graduate ethics education
Proceeding of the 44th ACM technical symposium on Computer science education
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In this paper we argue for an experientially grounded view of IT professionals' ethical formation and support. We propose that for such formation and support to be effectual, it should challenge professionals' conceptualisations of their field and of ethics, and it should do so with the aim of changing their experience. To this end, we present a Model of Ethical IT, which is based on an examination of the nature of ethics and on empirical findings concerning IT professionals' experience of ethics. We argue that for IT professionals to be enabled to become more ethical in their practice: the purpose of IT must be primarily understood to be user-oriented; the nature of professional ethics must be primarily understood to be other-centred; and the goal of ethics education must be understood as primarily promoting a change in awareness.