Competence of future teachers in the digital security area

Abstract

The use of technologies and the Internet poses problems and risks related to digital security. This article presents the results of a study on the evaluation of the digital competence of future teachers in the DigCompEdu European framework. 317 undergraduate students from Spain and Portugal answered a questionnaire with 59 items, validated by experts, in order to assess the level and predominant competence profile in initial training (including knowledge, uses and interactions and attitudinal patterns). The results show that 47% of the participants belong to the profile of teachers at medium digital risk, evidencing habitual practices that involve risks such as sharing information and digital content inappropriately, not using strong passwords, and ignoring concepts such as identity, digital “footprint” and digital reputation. The average valuations of each item in the seven categories show that future teachers have an average competence in the area of digital security. They have good attitudes toward security but less knowledge and fewer skills and practices related to the safe and responsible use of the Internet. Future lines of work are proposed, aimed at responding to the demand for a better prepared and more digitally competent citizenry. The demand for education in security, privacy and digital identity is becoming increasingly important, and these elements form an essential part of initial training. El uso de las tecnologías e Internet plantea problemas y riesgos relacionados con la seguridad digital. Este artículo presenta los resultados de un estudio sobre la evaluación de la competencia digital de futuros docentes en el marco europeo DigCompEdu. Participan 317 estudiantes de Grado de España y Portugal. Se aplica un cuestionario con 59 ítems validado por expertos con el objeto de conocer el nivel y perfil competencial predominante en la formación inicial (incluyendo conocimientos, usos e interacciones y patrones actitudinales). Los resultados muestran que el 47% de los participantes pertenecen al perfil de docentes en riesgo digital medio, evidenciando prácticas habituales que conllevan riesgos tales como compartir información y contenidos digitales de forma inapropiada, no utilizar contraseñas seguras, y desconocer conceptos como identidad, huella o reputación digital. Las valoraciones medias de cada ítem en las siete categorías evidencian que los futuros docentes poseen una competencia media en el área de seguridad digital. Tienen buenas actitudes hacia la seguridad, pero menos conocimientos, habilidades y prácticas relacionadas con el uso seguro y responsable de Internet. Se plantean futuras líneas de trabajo enfocadas a dar respuesta a la exigencia de una ciudadanía mejor preparada y más competente digitalmente. La demanda de formación en seguridad, privacidad e identidad digital está siendo cada vez más importante, reconociéndose que es muy necesaria en la formación inicial.

Impact of students evaluation of teaching: a text analysis of the teachers qualities by gender

“…In the wider spectrum of scientific research, several works have studied the impact of the state-of-the-art methodologies on the teacher-student learning process (Engen, 2019;Gallego-Arrufat, Torres-Hernández, & Pessoa, 2019;Gordillo, López-Pernas, & Barra, 2019;Silva, Usart, & Lázaro-Cantabrana, 2019). Particularly, Silva et al (2019) note that a larger scale of the early indicators and success factors have been as a result of using the information or digital technologies to improve teaching and professional development (Kori et al, 2018).…”

Late Adoption of Preventive Measures of Online Privacy in Mexican and Colombian University Students

“…Various institutions such as UNESCO, UNICEF, and the OECD recognize that digital security is a difficult challenge in all areas, particularly in the generation of digital competences in both teachers and students so that they can interact digitally in a safe and responsible way. In the same way, educational institutions in various countries have recognized the relevance of online privacy both within school and outside of it (Gallego-Arrufat et al, 2019). This recognition of the relevance of online privacy in students is manifested in aspects such as the use of protection and prevention measures for their personal data as well as avoiding online risks (harassment, virtual intimidation, among others).…”

“…These researchers found that the two groups analyzed showed a low level of mastery on these topics. For its part, Gallego-Arrufat et al (2019) have highlighted the need to strengthen the development of digital competences oriented to security and privacy in university teachers with a view to transmitting these knowledge and skills to their students so that they can perform as responsible digital citizens.…”

Teaching Digital Competence and Eco-Responsible Use of Technologies: Development and Validation of a Scale

“…Teaching digital competence is defined as the set of knowledge, skills and attitudes that are necessary for a responsible use of Digital Technologies in the educational context [1]. Therefore, it implies that the teacher masters those didactic and pedagogical principles that allow them to integrate technologies in the learning process to ensure digital competence in students [2][3][4][5]. This is evidenced by the development of different frameworks for digital competence in Europe, such as DigCompEdu [6,7].…”