When a child with proper intellectual property education thinks of burning a CD music or downloading copyrighted music from the Internet (via the numerous means available), he will be reminded of first and foremost the moral problems that would ensue and next, if even necessary, the legal implications. Currently, the students lack knowledge about intellectual property and make inappropriate decisions when it comes to the ethical use of computers in their lives. In a recent international study, over 20% of middle-schoolers in both the U.S. and China believe they have the right to obtain illegal software (Cui 22). Over 30% believe they have the “understandable and normal” right to copy software (Cui 23). A significant margin exist between self-reported knowledge on intellectual property compared to their actual examination scores on this subject indicating over 80% of students have not even heard of intellectual property and notably intellectual property protection (Cui 51). These findings show that students are not knowledgeable of intellectual property, how unethical it is to violate copyrights, what is meant by authorized and fair use, and the value of their own work. These noticeable computer ethical problems are encountered when students are actually learning computer uses and functions. If they are shown that copying software or music is a normal and understandable practice (as indicated by the statistics of the study), especially when they are in the process of being educated on the means of performing such acts (the computer and Internet), they will assume that performing these activities are typical and proper. But, until educators represent otherwise with IPE in schools increasing peer and social sanctions against infringement, this awful practice and train-of-thought will continue to flourish.
Be Sure to Continue to Page 3 of "Stop Piracy with Edification: Intellectual Property Education in School"
