在我们的学生教道德有许多好处。网络说，道德是社会参与和人际关系，那么学生需要创造和表达他们自己的个人信念，他们的道德决策过程的一部分的一个重要组成部分。事实上，即使是约翰·杜威认识到，需要教导道德判断的学生。文章接着说，伦理思想给学生的能力，在作出判断之前，他们的想象力和探索的可能性。当学生在现实生活中应用伦理学时，他们不仅培养了自己的道德意识，而且还培养了高阶思维能力。当学生们在道德上思考时，他们正处于布鲁姆分类的前三个层次。他们使用创造性、综合和分析，如前所述，计算机创造了许多过去没有的伦理问题。当人们在电脑上工作时，他们错过了与人面对面的接触。他们被机器间接地移除了，他们没有看到他们行为的道德后果。他们在做决定时不考虑别人。这意味着作为教师我们需要谈论这些问题。我们需要让我们的学生去思考他们喜欢的世界。他们需要制定行为准则。他们需要考虑他们如何对待别人，甚至他们看不见的人。电脑创造了更多互动的新媒体形式。现在任何人都有能力在全球范围内进行交流。他们可以匿名。人们可以复制和复制任何形式的数字信息。这种新的技术形式带来了许多问题。黑客可以使用远程终端闯入系统。他们可能有或可能没有恶意意图。他们可以简单地测试他们的技能作为一个黑客，在这样做实际上可能有助于指出漏洞的安全。那么意图是否使这一行为合乎道德，还是因为人闯入而不道德？。另一个问题是复制专有作品。作者或创造者依靠销售他们的软件的人愿意购买他们的产品的收入。如果愿意购买产品的人获得免费，那么创作者就失去了金钱。不仅作者必须担心他们的作品被复制，机密记录可以很容易地在数据库之间复制。另一个担忧是政府或公司收集关于我们的信息类型。这就是被称为“大哥哥”的恐惧。重要的是要告诉学生，他们有权查看任何数据库上的任何关于自己的信息。这就是所谓的信息自由法。从人工智能领域可以得出整个道德问题的全部证据。兴趣和效果会随着时间的前进Deborah Hurley更加突出（2000）提出的计算机设备将很快成为我们的服装和我们身体的一部分，甚至如芯片植入。道德的影响将继续推进。
加拿大商业论文代写:学生教道德
There are many benefits in teaching ethics to our students. The NCSS says that ethics is an essential component for social participation and interpersonal relationships then students need to create and express their own personal convictions as part of their ethical decision-making process. In fact even John Dewey recognizes the need to teach moral judgment to students. The article goes on to say that ethical thinking gives students the ability to imagine and explore possibilities before they make a judgment. As students apply ethics to real-life scenarios they not only develop their sense of ethics but they also develop higher-order thinking skills. When students are thinking ethically they're working at the top three levels of Bloom's taxonomy. They are using creativity, synthesis and analysis.As already mentioned, computers have created many ethical issues that have not existed in the past. When people are working on computers they miss the face-to-face contact of working with people. They are indirectly removed by the machine, as such; they do not see the moral ramifications of their actions. They do not think about other people when making decisions. This means that as teachers we need to talk about these issues. We need to get our students to think about the world in which they like to live. They need to develop a code of conduct. They need to think about how they treat other people, even people they don't see. Computers have created new forms of media which are more interactive. Now anybody has the ability to communicate globally. They can be anonymous. People can copy and reproduce any form of digital information. This new form of technology poses many problems. Hackers could use remote terminals to break into systems. They may or may not have a malicious intent. They could be simply testing their skills as a hacker and in doing so may actually help by pointing out holes in the security. So does the Intent make this action ethical or is it still unethical because the person broke in. Another problem is the copying of proprietary works. The author or creators rely on income by selling their software to people who are willing to buy their product. If the people who are willing to buy the product get it for free, then the creator loses money. Not only do authors have to worry about their works being copied, confidential records can be easily copied between databases. Another worry is about what types of information governments or corporations collect about us. This is known as the big brother fear. It is important to tell students they have the right to view any information on any database regarding themselves. This is known as the freedom of information act. The whole arsenal of ethical issues can be drawn from the field of artificial intelligence alone. The interest and effect will become even more prominent as time marches forward Deborah Hurley (2000) presents the idea that computer devices will soon be part of our clothing and even part of our bodies such as biochips and implants. The ethical implications will continue to advance.
