Recognizing the ethical implications of computing, leading computing organizations advise integrating ethics within traditional technical and theoretical courses. Yet, many instructors feel unprepared or unqualified to introduce ethical concepts, fail to see their relevance to technical topics, or lack the time to cover ethics without sacrificing computing content. It is possible that many of these obstacles may be predicated on the idea that ethics is purely philosophical, unrelated to the technical details taught within a computing course. While certain components of ethics knowledge might be better addressed in standalone ethics courses focusing on philosophical frameworks, others are closely linked to technical knowledge and can fit seamlessly within a computing course. For computing professionals, this includes understanding how technical decisions can lead to harm, bias, or other adverse outcomes--such ethical decisions are deeply intertwined with technical choices. A promising strategy to teach the components of ethics that rely on technical expertise is the use of microinsertions, where routine technical problems are framed within ethical contexts, prompting students to consider the ethical implications of their technical decisions. However, designing such materials is challenging for instructors who might struggle to see how ethics connects to technical issues. This dissertation offers design research aimed at understanding the nuances of developing these materials for any technical topic. We present a preliminary design process for creating ethics microinsertions tailored to overcome the instructional design challenges of tech-ethics by leveraging the nuances of technical learning goals and the unique expertise of computing instructors who can envision likely student misconceptions. Tests of our designs showed that students engaged effectively with microinsertions even without direct ethics instruction. Additionally, analyzing student responses enhanced instructors' pedagogical content knowledge by exposing subtle technical misconceptions only apparent through these microinsertions. Thus, a key benefit of microinsertion may be using it to foster a deeper understanding of nuanced technical choices, enabling students to critically assess the ethical dimensions of their actions. This dissertation provides a new perspective on the challenges and benefits of incorporating ethics into computing courses, demonstrating how ethical considerations can be interwoven with technical learning goals. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]