Access Restriction

Author Goldweber, Mikey ♦ Walker, Henry ♦ Davoli, Renzo ♦ Little, Joyce Currie ♦ Von Konsky, Brian R. ♦ Riedesel, Charles ♦ Cross, Gerry
Source ACM Digital Library
Content type Text
Publisher Association for Computing Machinery (ACM)
File Format PDF
Language English
Subject Keyword Ethics ♦ Societal impact ♦ Curriculum ♦ Professional societies
Abstract The acceptance and integration of social issues into computing curricula is still a work in progress twenty years after it was first incorporated into the ACM Computing Curricula. Through an international survey of computing instructors, this paper corroborates prior work showing that most institutions include the societal impact of ICT in their programs. However, topics often concentrate on computer history, codes of ethics and intellectual property, while neglecting broader issues of societal impact. This paper explores how these neglected topics can be better developed through a subtle change of focus to the significant role that ICT plays in addressing the needs of the community. Drawing on the survey and a set of implementation cases, the paper provides guidance by means of examples and resources to empower teaching teams to engage students in the application of ICT to bring about positive social outcomes -- computing for the social good.
Description Affiliation: University of Nebraska, Lincoln, Lincoln, Nebraska USA (Riedesel, Charles) || Towson University, Baltimore, Maryland USA (Little, Joyce Currie) || Xavier University, Cincinnati, Ohio USA (Goldweber, Mikey) || University of Bologna, Bologna, Italy (Davoli, Renzo) || Grinnell College, Grinnell, Iowa USA (Walker, Henry) || Curtin University, Perth Australia (Von Konsky, Brian R.) || Mount Royal University, Calgary, Alberta Canada (Cross, Gerry)
Age Range 18 to 22 years ♦ above 22 year
Educational Use Research
Education Level UG and PG
Learning Resource Type Article
Publisher Date 2013-12-01
Publisher Place New York
Journal Inroads
Volume Number 2
Issue Number 1
Page Count 19
Starting Page 64
Ending Page 82

Open content in new tab

   Open content in new tab
Source: ACM Digital Library