LCCM Research Digest (May-August 2008 ed.)

8/4/2019 LCCM Research Digest (May-August 2008 ed.)

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A Lesson from ChildhoodYoung children, usually beginning three-

year olds, love to ask questions one after another.This is not just a habit that they have and which,sooner or later will come to pass, and which tosome adults may be amazing or to some may beboring. It is a way for them to begin the process of

learning the what, why, when and where of life. Andthe more they ask, the more they learn, and better.As some perceptive adults view this child’s habit, “itis innate wisdom of an innocent desiring to knowthe vicissitudes of life.” The Greek PhilosopherSocrates seemed to have not overcome this habitof questioning. The Socratic method of questioningis at the core of his famous philosophical dictum,“the unexamined life is not worth living.”

The effective use of questioning can impacton: a) arousing the learner’s curiosity; b) stimulatinginterest on the topic under discussion; c) making

concepts clearer; d) focusing key points to learn; e)enhancing problem-solving skill; f) encouraginglearners to use higher order thinking skills; g)motivating learner’s quest for new insights andinformation, and h) determining the learners’cognition status in aid of restructuring instruction.

The types of questions and the manner inwhich questions are framed have direct impact onBloom’s Taxonomy of Thinking Skills as follow:knowledge, comprehension, application, analysis,synthesis, and evaluation.

What are some techniques of effectivequestioning?

• Establish a climate of rapport and mutual trust.

• Avoid trick questions and those that requireonly answers of YES or NO.

• Phrase the questions carefully, concisely, and

clearly.• Give some signs of non-threatening facial o

vocal expression and genuine signs ofencouragement.

DefinitionA question is any sentence which has an

interrogative form or function. In classroomsettings, teacher questions are defined asinstructional cues or stimuli that convey to studentsthe content elements to be learned and directionsfor what they are to do and how they are to do i

(Colton, 2001).

Questioning SkillsMost questions that teachers ask are simple recallquestions that require the student to remembersome factual information and recite it to theteacher. Comprehension questions require thestudent to demonstrate understanding in addition tomere recall.

Inside

Ethics of Technology

Information technology has

substantially affected modern

human life in every aspect. People

must be responsible users of

information technology.

May-August 2008

ISSN 1656-8788

The Use of Questioning in Instruction:

A Better ApproachDr. Manuel M. Punzal



Dr. Ronald Pastrana discusses his lesson with the students.

Analysis questions can cause students toapply that comprehension to a new setting.Evaluations ask the student for his or her beliefs oropinion.

1. Using Probing Effective use of probing is one of the most

important questioning skills. If the students do notprovide a complete answer, he or she may know a

partial answer. In some cases, even though thequestion is perfectly clear to the teacher, it mightneed to be restated or broken down into smallerpieces. The teacher should not accept “I don’tknow” as the final response. Probing is the use offurther questions to force the student to puttogether his or her partial knowledge into a morecomplete answer. Probing often involves the use offollow-on or leading questions to help the studentanswer the initial question or to provide a morecomplete answer. Probing means going deeper; itmeans digging. It can sometimes be painful to both

the student and the teacher. It requires patience onthe part of the teacher. In any case, it means notanswering your own questions until you have triedto make the student think through the answer. Evena simple recall question may lead to important newlearning on the part of the students if probing isused effectively.

2. Shifting Interaction Another important questioning technique is

called shifting interaction. This involves redirectingthe class discussion from one student to another. If

a student’s response is incomplete or incorrect, theteacher should try probing that student first. If thatis not productive, responsibility for the questionshould be shifted to anther student. Positivereinforcement should be provided to the firststudent and the same question should be directedto a second or even a third student. Sometimes astudent will respond to a teacher’s question withanother question. With shifting interaction, theteacher simply redirects the student’s question toanother student. If the student asks for an opinion,

the teacher may even redirect it back to the samestudent. Effective use of questioning is a criticaasset in every good teacher’s toolbox. But just as agood mechanic selects the right tool for the job andthen uses it correctly, a good teacher usesquestions at the right level and follows goodquestioning techniques:

The way a student is expected to respond toquestioning is determined by the levels at which the

questions are worded: recall, comprehensionanalysis, or evaluation. But the success of thestudent in answering the question is more oftendetermined by the teacher’s questioningtechniques:2.1. Be sure the question is clear on your mind

Think through what you want from the studenbefore you ask the question. Formulate thequestion without thinking or calling on aspecific student. When you call a studenbefore the question is asked, every otherstudent is free to ignore the question.

2.2. After framing the question, pause whileeverybody has a chance to think of ananswer. That is called wait time, and it isamazing how few teachers use this importantquestioning skill. The average wait time, whenthe teacher waits at all after a question, isless than a second. There should be at least2-4 seconds after any questions before astudent is called on the respond to it, youmight even try counting to yourself to forceyou wait an appropriate time.

2.3. Ask only one question at a time. Multiple par

questions are confusing and are likely toresult in student misunderstanding. Avoidwhat called “shotgun” is questioning. Thiswhere the teacher asks a series of relatedquestions or estates the same question overand over without getting (sometimes withoutallowing) an answer. Use recall questions firsto be sure the students have the knowledgeThen proceed to comprehension and analysisquestion. Follow those up with evaluationquestions.

Research FindingsSome researchers have conducted genera

investigations of the role of classroom questioningand have drawn the following conclusions: a)Instruction which includes posing questions duringlessons is more effective in producing achievemengains than instruction carried out withoutquestioning students; b) Students perform better ontest items previously asked recitation questionsthan on items they have not been exposed tobefore; c) Oral questions posed during classroom



recitations are more effective in fostering learningthan are written questions; and d) Questions whichfocus students’ attention on salient elements in thelesson result in better comprehension thanquestions which do not.

1. Redirection/Probing/reinforcement The findings emerging from these

investigations are congruent with the general

literature on questioning, including:• Redirection and probing (often researchedtogether) are positively related to achievementwhen they are explicitly focused, e.g., on theclarity, accuracy, plausibility, etc. of studentresponses;

• Redirection and probing are unrelated toachievement when they are vague or critical, e.g.,“That’s not right; try again:, “Where did you get anidea like that? I’m sure Suzanne has thought itthrough more carefully and can help us;

• Acknowledging correct responses as such ispositively related to achievement.; and

• Praise is positively related to achievementwhen it is use sparingly, is directly related to thestudent’s response, and I sincere and credible(Colton,2001)

2. Wait-Time The average wait-time teachers allow after

posing a question is one second or less. Studentswhom teachers perceive as low or poor learnersare given less wait-time that those teachers view asmore capable. For lower cognitive questions, await-time of three seconds is most positively relatedto achievement, with less success resulting fromshorter or longer wait-times There seems to be nowait-time threshold to higher cognitive questions;students seem to become more and more engagedand perform better and better the longer theteacher is willing to wait (Colton,2001)

Increasing wait-time beyond three secondsis positively related to the following students’outcomes: 1)improvement is in the studentsachievement; 2) improvement in studentsretention, as measured by delayed tests; 3)

increase in the number of higher cognitiveresponses generated by students;4) increase in thelength of students responses; 5) increase in thenumber of unsolicited responses; 6) decrease instudents’ failure; 7) increase in the amount andquality of evidence students’ offer to support theirinferences; 8) increase in contributions bystudents who do not participate much when wait-time is under three seconds; 9) expansion of thevariety of responses offered by students; 10)decrease in student interruptions.; 11) increase in

student-student interactions; and 12) increasein the number of questions posed by the students.

Examples of Wait-Time Case

Increasing wait-time beyond three seconds ispositively related to the following teacher outcomes

1) increase in flexibility of teacher responses, withteachers listening more and engaging students inmore discussions; 2) increase in teacheexpectations regarding student usually thought ofas slow; 3) expansion of the variety oquestions asked by teachers; and 4) increases innumber of higher cognitive questions asked byteachers (Colton, 2001)

3. Placement and Timing of Questions Asking questions frequently during class

discussions is positively related to learning facts

Increasing the frequency of classroom questionsdoes not enhance the learning of more complexmaterial. (Some researchers have found norelationship; others have found a negativerelationship.)

On the other hand, posing questions beforereading and studying material is effective forstudents who are older, high ability, and/or knownto be interested in subject matter. Very youngchildren and poor readers tends to focus only inmaterial that will help them answer

Teacher’s goal: To relate slope to soil erosion and

then to the use of terracing as an erosion control

measure.

- (Recall) What causes most of soil erosion? (WAIT)

- Question Mario. (WAIT)

- Mario: I guess water does.- (Probing) How does water cause soil erosion?

(WAIT)

- Question Leo. (WAIT)

- Leo: It washes the soil away

- (Probing) That’s true, but how does it do that?(looking at Leo – WAIT)

- Leo: It dissolves the soil.- (Probing) that is partly right. It does dissolve some

minerals. But what action of water causes the soil

to move away? (looking at Leo – WAIT)

- Austin:????

- (Shifting) Can you help Leo with this? (WAIT)- (Interaction) Donna. (WAIT)

- Donna: As the water moves, it picks up soil

particles and carries them along.- (Comprehension) That’s right, Now, what does the

slope of the field have to do with that? (WAIT)

- Luis. (WAIT)- Luis: The steeper the slope, the faster the water

runs off and that makes the erosion worse.

- (Analysis) Super! Now, what can we do to change

the slope of a hill without the whole thing out with

bulldozers? (WAIT)

- Jose. (WAIT)

Source: Colton,2001



questions if these are posed before the lesson ispresented.

4. Cognitive Level of Questions Should we be asking questions which

require literal recall of text content and only verybasic reasoning? Or ought we to be posingquestions which call for speculative, inferential, andevaluative? Some researchers have designed

experiments which examine the effects of questionsframed at differing levels of Blooms taxonomy ofschool learning.

Lower cognitive questions are those whichask the student merely to recall verbatim or inhis/her own words material previously read ortaught by the teacher. Lower cognitive questionsare also referred to in the literature as fact, closed,direct, recall, and knowledge questions.

Higher cognitive questions are defined asthose which ask the student to mentally manipulatebits of information previously learned to crate an

answer or to support an answer with logicallyreasoned evidence. Higher cognitive questions arealso called open-ended, interpretive, evaluative,inquiry, inferential, and synthesis questions.

It is only when researchers look at thecognitive level of teachers’ questions in relation tothe subject matter, the students, and the teachers’intent that some meaningful conclusions can bedrawn from this body of research (Colton,2001).

5. Teacher Training Research tells us that pre-service teachers

are given training in developing questioningstrategies and, indeed, that some receive notraining at all. What happens when teachersparticipate in training designed to help themimprove their questioning skills.

Research indicates that (a) training teachersin asking higher cognitive questions is positivelyrelated to the achievement of students above theprimary grades; (b) training teachers in increasedwait-time is positively related to achievement; and(c) training teachers to vary their questioningbehaviors and to use approaches other than

questioning during classroom discussions (e.g.,silence, making statements) are positively relatedto student achievement (Colton, 2001).

What are the purposes of teachers’classroom questions? A variety of purposesemerge from analysis of the literature, including:a. To develop interest and motivate students to

become actively involved in lessons.b. To evaluate students’ preparation and check on

homework or seatwork completions.c. To develop critical thinking skills and inquiring

attitudes.d. To review and summarize previous lessons.e. To nurture insights by exposing new

relationships.f. To assess achievement of instructional goals

and objectives.g. To stimulate students to pursue knowledge on

their own.These purposes are generally pursued in the

context of classroom recitation, defined as a seriesof teacher questions, each eliciting a studentresponse and sometimes a teacher reaction to tharesponse. Within these recitations, students followa series of steps (consciously or unconsciously) inorder to produce responses to the questions posedThese steps include: (1) attending to the question(2) deciphering the meaning of the question; (3generating a covert response like formulating aresponse in one’s mind; (4) generatingan overt response; and often (5) revising theresponse (based on teacher probing or other

feedback)Better pre-service training in the art of

posing classroom questions, together with in-service training to sharpen teachers’ questioningskills, have potential for increasing studentsclassroom participation and achievementIncreasing wait-time and the incidence of highercognitive questions, in particular, have considerablepromise for improving the effectiveness ofclassroom instruction.

Guidelines for Classroom Questioning

To ensure effective classroom discussionthe teacher should incorporate questioning into theclassroom learning practices. Furthermore, sheshould ask questions which focus on the salientelements in the lesson and avoid questioningstudents about extraneous matters. Finally insettings where higher cognitive questions areappropriate, the teacher should teach the studentsfor drawing inferences.

References Colton, K. (2001). “Classroom Questioning”. Retrieved on

August 2003 from http://www.yale.edu.

Adams, I. (1985). “Refinements in Teaching ComprehensionWho should ask the Questions”. Paper Presented at theAnnual Meeting of the Illinois Reading Council. Peoria, Illinois.

Dr. Manual M. PunzalDeanSchool of Business and Accountancy,HRM and Tourism



"The infrastructure of the Internet is fundamentally flawed in so many ways that it is

a constant source of amazement that it doesn'tcollapse under its own weight. But for those of

us who depend on the Internet for thecompetitive advantages it brings, there is little

choice but to live with it and struggle to recover from the constant curves it throws us."

- Fred Cohen, Sandia National Laboratories

Information technology has substantiallyaffected modern human life in every aspect. Peoplemust be responsible users of informationtechnology, who should have a basic

understanding of its beginnings, an awareness ofcurrent issues, and a familiarity with ethics. Quinn(1990), in his discussions included the most up-to-date moral controversies surrounding informationtechnology, including Internet addiction, Internet-enabled computer: spam, controversial e-mail andWeb sites, identity theft, and the exchange ofcopyrighted music over peer-to-peer networks.Other issues with greater impact on society as awhole, such as computer privacy, governmentsurveillance, computer and network security, andcomputer error are now being considered with great

impact.To address these issues, the Internet

Architecture Board (IAB) issued a statement ofpolicy concerning Internet ethics (in January 1989).This document is referred to as RFC 1087 'Ethicsand the Internet'. The following is an excerpt takenfrom RFC 1087:

The IAB strongly endorses the view of the Division Advisory Panel of the National Science Foundation Division of Network,Communications Research and Infrastructure which, in paraphrase,

characterized as unethical and unacceptable any activity which purposely: • Seeks to gain unauthorized access to

the resources of the Internet. • Disrupts the intended use of the

Internet. • Wastes resources (people, capacity,

and computer) through such actions. • Destroys the integrity of computer-

based information.

• Compromises the privacy of users.

According to Cottrell (1999), rapidadvances in computer technology led computingand philosophy professionals in the late 1980’s andearly 1990’s to examine, with considerable debateabout the substantially different ethical dilemmascreated as new technologies were deployed. In themany literature reviews she made, she examinedthe effects of new technologies which indeedcreated new ethical dilemmas. With the rapidinfusion of computers,

software and related technologies into homesschools and businesses, it is but imperative to thinkon the ethical issues surrounding technology to

insure people understand and practice valuesimportant to all - respect for others, their propertyownership, and the right to privacy. That is, peoplemust understand how to convey ethics and valuesimportant to the society -- a sense of responsibilitya sense of right and wrong and a sense of the law.

While laws exist to protect people, theiproperty and their rights, as well as the belief thatpeople, their property and their rights should beprotected and respected which is covered byEthics , also called moral philosophy. This involvessystematizing, defending, and recommending

concepts of right and wrong behavior, even in theuse of such new technology. As defined bywikipedia (2008), Ethics of technology is a subfieldof ethics addressing the ethical questions specificto the Technology Age or the Digital Age. Someprominent works of philosopher Hans Jonas , aGerman Philosopher focused on the social andethical problems created by technology. That istechnology itself is incapable of possessing moraor ethical qualities, since "technology" is merely atool used by people for their self advantage.

Basically, "ethics of technology" refers to

two basic subdivisions.1. The ethics involved in the development o

new technology - whether it is always, neveror contextually right or wrong to invent andimplement a technological innovation.

2. The ethical questions that are exacerbated bythe ways in which technology extends ocurtails the power of individuals - howstandard ethical questions are changed bythe new powers.

Ethics of TechnologyMs. Amelita M. Santos



In the former case, ethics in computer securityand computer viruses inquires whether the very actof innovation is an ethically right or wrong act. Inthe same way that a scientist have an ethicalobligation when he invents a nuclear weapon. So,what are the ethical questions surrounding theproduction of technologies that waste or conserveenergy and resources? Similarly when there is aproduction of new manufacturing processes that

might inhibit employment, or might inflict sufferingin the third world.

In the latter case, the ethics of technologyquickly break down into the ethics of various humanendeavors as they are altered by new technologies.For example, bioethics is now largely consumedwith questions that have been exacerbated by thenew life-preserving technologies, new cloningtechnologies, and new technologies forimplantation. In law, the right of privacy is beingcontinually attenuated by the emergence of newforms of surveillance and anonymity. The old

ethical questions of privacy and free speech aregiven new shape and urgency in an Internet age.Such tracing devices as Radio-FrequencyIdentification (RFID), biometric analysis andidentification, genetic screening, all take old ethicalquestions and amplify their import.

Subsequently, in today's age of digitalrevolution there is a fundamental reshaping of theelements by which people comprehend the worldabout them. The constant availability of images andideas, and their rapid transmission even fromcontinent to continent, have profound

consequences, both positive and negative, for thepsychological, moral and social development ofpersons, the structure and functioning of societies,intercultural communications, and the perceptionand transmission of values, world views, ideologies,and religious beliefs. Today it takes no great stretchof the imagination to envisage the earth as aninterconnected globe humming with electronictransmissions—a chattering planet nestled in theprovident silence of space.

Most of us today already have e-mail andconnected to the Internet, where we rely on Web

sites like MySpace, Facebook, Friendster, Multiplyand many others to let the world find out importantinformation about us. However, this posed manyquestions and the ethical question is whether this iscontributing to authentic human development andhelping individuals and people to be true to theirtranscendent destiny.

The widespread use of computer networksand the global reach of the World Wide Web haveadded substantially to the information sector'sproduction of an astonishing abundance of

information in digital form, as well as offeringunprecedented ease of access to it. Creatingpublishing, distributing, using, and reusinginformation have become many times easier andfaster in the past decade. The enrichment that thisexplosive growth in information brings to society isreally good. But, the bad news is, these enrichmentcan also bring to those who take advantage of theproperties of digital information and the Web to

copy, distribute, and use information illegally. TheWeb is an information resource of extraordinarysize and depth, yet it is also an informationreproduction and dissemination facility of greareach and capability; it is at once one of the world'slargest libraries and surely the world's largestcopying machine.

Thus, computer professionals who aremembers of organizations, like Association forComputing Machinery (ACM) and the Institute ofElectrical and Electronic Engineers (IEEE), in theUSA: and the Philippine Computer Society or PCS

in the Philippines, they need to adhere toprofessionalism for all IT users. As authorities withspecialized knowledge and being respected in thecommunity, they can have a significant impact uponthe world, thus, be able to provide information onthe ethical behavior every IT user must pursue(Gotterbarn, 2001).

Likewise, this is a major concern addressedby 3TU.Centre for Ethics and Technology(3TU.Ethics), which brings together the expertise othe philosophy departments of the three technicauniversities in the Netherlands (Delft, Eindhoven

Twente) in the field of ethics of science, technologyand engineering. This joint venture allows for closecollaboration in research as well as teachingoutreach and contract research in both the privateand public sector. More specifically its mission is asfollows:• To stimulate and undertake interdisciplinary and

applied research in the field of ethics andtechnology;

• To stimulate and undertake fundamental research inethics relevant for the field of ethics and technology;

• To stimulate and undertake activities in the field o

teaching in ethics and technology;• To act as an intermediary between the philosophies

departments involved in 3TU.Ethics on the one handand public debates and the media on the other.

New technologies bring about the need tointerpret old values in new ways, but also may calfor the creation of new codes of conduct when newactions are made possible with the use otechnology. Several ethical codes dealing withtechnology use exist and many schools have



Software Engineering Code of Ethics and Professional PracticeBy: Executive Committee: Gotterbarn,D. (Chair), Miller,K. and Rogerson, S. (1999)

Short VersionPREAMBLE

Computers have a central and growing role in commerce, industry, government, medicine, education,entertainment and society at large. Software engineers are those who contribute by direct participation or byteaching, to the analysis, specification, design, development, certification, maintenance and testing ofsoftware systems. Because of their roles in developing software systems, software engineers havesignificant opportunities to do good or cause harm, to enable others to do good or cause harm, or toinfluence others to do good or cause harm. To ensure, as much as possible, that their efforts will be used forgood, software engineers must commit themselves to making software engineering a beneficial andrespected profession. In accordance with that commitment, software engineers shall adhere to the followingCode of Ethics and Professional Practice.

The Code contains eight Principles related to the behavior of and decisions made by professional softwareengineers, including practitioners, educators, managers, supervisors and policy makers, as well as traineesand students of the profession. The Principles identify the ethically responsible relationships in which

individuals, groups, and organizations participate and the primary obligations within these relationships. TheClauses of each Principle are illustrations of some of the obligations included in these relationships. Theseobligations are founded in the software engineers humanity, in special care owed to people affected by thework of software engineers, and the unique elements of the practice of software engineering. The Codeprescribes these as obligations of anyone claiming to be or aspiring to be a software engineer.

Software engineers shall commit themselves to making the analysis, specification, design, development,testing and maintenance of software a beneficial and respected profession. In accordance with theircommitment to the health, safety and welfare of the public, software engineers shall adhere to the followingEight Principles:

1. PUBLIC - Software engineers shall act consistently with the public interest.

2. CLIENT AND EMPLOYER - Software engineers shall act in a manner that is in the best interests oftheir client and employer consistent with the public interest.

3. PRODUCT - Software engineers shall ensure that their products and related modifications meet thehighest professional standards possible.

4. JUDGMENT - Software engineers shall maintain integrity and independence in their professional judgment.

5. MANAGEMENT - Software engineering managers and leaders shall subscribe to and promote anethical approach to the management of software development and maintenance.

6. PROFESSION - Software engineers shall advance the integrity and reputation of the professionconsistent with the public interest.

7. COLLEAGUES - Software engineers shall be fair to and supportive of their colleagues.

8. SELF - Software engineers shall participate in lifelong learning regarding the practice of theirprofession and shall promote an ethical approach to the practice of the profession.

Sample of Code of Ethics Used by Companies (Technology)

Source: http://www.acm.org/about/se-code/



Ms. Amelita M. SantosFaculty

School of IT and Computer Sciences

adopted Acceptable Use Policies that include rulesfor the proper use of information technologies.Teachers, students, and parents need to know andunderstand these codes. For children and students,the major issues surrounding technology ethics canbe categorized into three areas: privacy, property,and appropriate use.

While the Internet can be a uniqueeducational and recreational resource for children,

it is important that they are educated about how tosafely and responsibly use this powerful tool.Several issues have received particular attentionwith respect to protecting children online. Parentsand teachers should be aware of cyberstalking andthe threats that online predators pose to children'sphysical safety; harmful or inappropriate content(most often characterized as pornographic,excessively violent or simply 'adult'); privacyinvasions that result from the collection ofpersonally identifiable information about individualchildren; and commercialism and aggressive

marketing targeted directly at children. Anotherissue related to the presence of children on theInternet is the potential misuse of this tool. Whetherthe consequences are intentional or unintentional,the Internet can open a dangerous window ofaccessibility for children who are unaware of theconsequences of irresponsible use. For this reason,it is essential that teachers and parents considerhow to educate children about the consequencesassociated with misusing the Internet.

Much of the ethical debate about computersand information technology more generally has

been informed by the ‘impact view’ of informationtechnology. Within this tradition a number of issueshave emerged as important. For example, whethercomputers generate new types of ethical problemsthat require new or different ethical theories orwhether it is just more of the same (Gorniak 1996).These debates are often expressed in the languageof the impact of information technology onparticular values and rights (Johnson 1985, 1994).Thus, we have discussions on the impact of CCTVor web cookies on the right to privacy, the impact ofthe digital divide on the right to access information,

the impact of the piracy of software on propertyrights, and so forth. In these debates Jim Moor(1985) has argued that computers show up policyvacuums that require new thinking and theestablishment of new policies. Others have arguedthat the resources provided by classical ethicaltheory such as utilitarianism, consequential anddeontological ethics is more than enough to dealwith all the ethical issues emerging from our designand use of information technology (Gert 1999).

Irrespective of whether informationtechnology creates new types of ethical problemsthat require new ethical theory or whetherestablished ethical theory is sufficient, one tends tofind the debate centered on questions of policy thais intended to regulate or justify conduct. Thesepolicies are seen, and presented as ways toregulate or balance competing rights or competingvalues. (Stanford, 2008)

References

Brey, P. (2001) "Disclosive Computer Ethics." In Spinello,R.Aand Tavani, H. eds., “Readings in CyberEthicsJones” andBartlett.

Committee on Intellectual Property Rights in the EmergingInformation Infrastructure (2000). “The Digital DilemmaIntellectual Property in the Information Age”. Washington, USANational Academy Press

Cottrell, J. (1999), “Ethics in an Age of Changing Technology

Familiar Territory or New Frontiers?”. Retrieved on July, 2008from http://www. emerald insight. com /Insight/ menu.

Devon, R. & Van de Poel, I. (2004). "Design Ethics: the SocialEthics Paradigm." International Journal of Engineering Education 20 (3).

Gotterbarn,D., Miller, K. and Rogerson, S. (1999).” SoftwareEngineering Code of Ethics and Professional Practice”Retrieved on July 2008 from www.acm.org/about/se-code

Mateti,P.(2007). ”Internet Security”. Retrieved on July 2008fromhttp://www.cs.wright.edu/~pmateti/InternetSecurity/Lectures/Top/429weekByWeek.html.

Nef, J., Vanderkop, J., Wiseman, H. (2004). “Ethics andTechnology: Ethical Choices In The Age Of PervasiveTechnology”. USA: John Wiley & Sons.

“Welcome”. Retrieved on July 2008 from www.ethics andechnology.eu .

LCCM Research Digest is published by the Research andPublications Center to serve as a sounding board of up to date ideasand actions related to research, classroom management and deliveryof the faculty in the different schools of the College. It encouragesand welcomes condensed versions or a short summary of researchor review essays, conference papers, lecture notes, teaching guidesand other classroom materials for its quarterly publication.

Editorial Board: Sr. Imelda A. Mora, OSA, President Dr. Divina M. Edralin, Consultant Ms. Presentacion SL Katigbak, Director

Managing Editor: Carmela R. Claud, Researcher -

LCCM Research Digest (May-August 2008 ed.)

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