Aim/Purpose: The traditional method of teaching e-safety by lecturing is not very effective. Despite learners often being equipped with the right knowledge, they reject the need to act accordingly. There is a need to improve the way digital e-safety is taught.
Background: The study compares four different teaching styles, examining how each affected the way students perceive a range of e-safety keywords and consequently the way they approach this issue.
Methodology: The semantic differential technique was used to carry out the research. Students completed a semantic differential questionnaire before and after lessons. A total of 405 first year undergraduates took part in the study.
Contribution: The paper contributes to the debate on appropriate methods for teaching e-safety, with an aim to influence learners’ attitudes.
Findings: Experience-based learning seems to be very effective, confronting students with an e-safety situation and providing them with a negative experience. This teaching method had the biggest influence on students who were deceived by the prepared e-safety risk situation.
Recommendations for Practitioners: E-safety instruction can be enhanced by ensuring that lessons provide students with a personal experience.
Recommendation for Researchers: The semantic differential technique can be used to measure changes in learners’ attitudes during the teaching process.
Impact on Society: Our findings may bring improvements to the way e-safety topics are taught, which could, in turn, evoke in learners a more positive e-safety attitude and a desire to improve their e-safety behavior.
Future Research: More research needs to be carried out to examine how the experiential learning method affects the attitudes of younger learners (primary, middle, and high school students).
The article looks at the ways lower secondary and primary school pupils and teachers make use of ICT services (particularly user accounts and network drives). The description of implemented approaches is complemented by a discussion of the factors that influence schools in their choice of a particular solution. Attention has been devoted to both the various benefits that a chosen solution has brought to teaching and the complications that have been encountered during lessons. Our research has covered a wide range of schools that use services provided by servers to a varying extent as well as schools that are not in possession of servers. In-depth, semi-structured interviews have been carried out with school network managers. Our investigation has been supported by triangulation, consisting of interviews with teachers selected from the given schools. Data gained from the interviews has been processed using open coding. The results show that despite user accounts being found to be beneficial to teaching and lesson management, not all schools have access to such a solution. As well as being able to use personal and shared network drives, this solution can make it easier for schools to monitor their pupils′ Internet activity. Schools have their own specific procedures to deal with pupils that forget their login details, which could lead to lessons being disrupted. Schools that do not make use of user accounts have developed methods to overcome such a problem. It does not seem to be a lack of suitable solutions that prevents the more effective use of ICT in teaching. The problem is more likely to lie in the fact that many teachers lack knowledge of the various possibilities offered by available solutions and are often unwilling to make use of such solutions.
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