On safety and security in education: Pedagogical needs and fundamental rights of learners

Waal, Elda de; Grosser, Mary

doi:10.5565/rev/educar.44

Cited by 7 publications

(4 citation statements)

References 14 publications

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“…Research on digital safety (e-safety, digital safety, Internet safety, or Internet safety) is undertaken in different disciplines, such as Psychology, Education, and Law, and research has proliferated in the past decade (Jones, Mitchell, & Finkelhor, 2013;Shin, 2015;Šimandl & Vanícek, 2017;Chou & Peng, 2011;Napal, Peñalva-Vélez, & Mendióroz, 2018). Yet both in-and preservice teachers show low mastery of topics related to digital safety (De-Waal & Grösser, 2014).…”

Section: Safety In Dtcmentioning

confidence: 99%

Competence of future teachers in the digital security area

Arrufat¹,

Torres-Hernández²,

Pessôa³

2021

Preprint

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Technology and Internet use poses digital security problems and risks. This article presents the results of a study evaluating the digital competence of preservice teachers within the DigCompEdu European framework. A group of 317 undergraduates from Spain and Portugal completed a 59-item questionnaire validated by experts 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 fit the profile of teachers at medium-level digital risk; that is, they engage in habitual practices that involve risks such as sharing information and digital content inappropriately, not using strong passwords, and ignoring concepts such as digital identity, digital “footprint,” and digital reputation. The average values obtained for each item in the seven categories show that preservice teachers have medium-level competence in digital security. These individuals have good attitudes toward security but less knowledge and fewer skills and practices for safe, responsible Internet use. The study proposes future lines of research to respond to the demand for a better-prepared, 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.

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Section: Safety In Dtcmentioning

confidence: 99%

Competence of future teachers in the digital security area

Arrufat¹,

Torres-Hernández²,

Pessôa³

2021

Preprint

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“…The leader must create trust and security in students so that they feel safe and want to come to school." In South African schools, educational safety associated with incorporating perceived preferences into educational learning styles is enhanced when teaching and learning methods are not consistent with each student's instructional requirements and basic human rights [31]. In this study, student safety was identified by many research subjects (both school leaders and educators) as an important component of care.…”

Section: The School Leader's Responsibility As a Parentmentioning

confidence: 91%

The Caring Responsibility within the Pedagogical Environment

Westhuizen¹,

Jaarsveld²

2022

ujer

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“…Although several standards (Digital Competence Framework for Citizens, Digital Competence Framework for Educators, UNESCO, etc.) stress the importance of ICT training for future teachers, other research such as Yan [8], Shin [9] and De Waal and Grösser [10] point out that digital topics are hardly relevant for future teachers. This leads to wonder why higher education places such a high priority on digital security specifically in the framework of teacher training programs?…”

Section: Introductionmentioning

confidence: 99%

Digital Security in Educational Training Programs: A Study Based on Future Teachers’ Perceptions

Latorre-Medina,

Tnibar-Harrus

2023

ITLT

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A key aspect of future teacher training in this highly digitalized period of education requires a specific focus on digital skills, especially in the area of security. This study delves into this issue by means of a quantitative, theoretical and systematic review of future teachers currently in training at the Faculty of Education, Economy and Technology of Ceuta of the University of Granada (Spain). The specific intention is to determine their perception of the instruction they receive on digital matters, concretely on cybersecurity during their phase of pre-service. To carry out the project, the study resorted to a descriptive method by submitting the participants to a specifically designed questionnaire entitled “Digital Security Competence Required for Teachers”. Examinations of the psychometric properties of the questionnaire reveal its relevance and reliability. The intention, after applying descriptive and inferential statistics tests, was to determine whether students in pre-service training really feel competent on digital matters or if they feel need more theoretical-practical training, especially in the area of security. The general findings reveal that future female teachers pursuing a university degree in Early Childhood Education, although competent from the techno-pedagogical viewpoint, indicate that attaining a high level of competence in digital security requires more theoretical and practical training. Future male Primary Education teachers, by contrast, perceive themselves as competent in digital security. This perhaps stems from their training (courses and workshops) in Information and Communication Technologies (ICT) and the theoretical and practical instruction they received at the university during courses or during a practicum. This aspect deserves further research because, as highlighted elsewhere, higher education institutions must prioritize instruction on digital security in their teacher programs.

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On safety and security in education: Pedagogical needs and fundamental rights of learners

Cited by 7 publications

References 14 publications

Competence of future teachers in the digital security area

Competence of future teachers in the digital security area

The Caring Responsibility within the Pedagogical Environment

Digital Security in Educational Training Programs: A Study Based on Future Teachers’ Perceptions

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