Teachers’ Understanding and Practice of Cyber Ethics in the Classroom

Giæver, Tonje Hilde; Mifsud, Louise; Gjølstad, Eli

doi:10.21125/iceri.2016.0421

Cited by 3 publications

(7 citation statements)

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“…Atif and Chou (2018) state that the ethics surrounding digital citizenship suggest what online behaviour is suitable and the importance of protecting one's own privacy and that of others. In Norway, Giaever, Mifsud, & Gjølstad, (2016) have found that Norwegian teachers primarily address these aspects and to a lesser extent the legal aspects of privacy as they relate to laws and regulations.…”

Section: Perceived Competence In Privacy Issuesmentioning

confidence: 99%

“…If this is correct, then action must be taken in Spanish ITE. It is important that future teachers respect the intellectual property of others and that teachers can help convey respect for intellectual property to their pupils (Giaever et al, 2016). This respect is much stronger, clearer and genuine when teachers themselves act as role models for their pupils by helping them learn and use the rules of privacy when handling their own digital content and that of others.…”

Section: Spanish Sample (681 Student Teachers) Mean St Dev Skewness Kurtosismentioning

confidence: 99%

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Student teachers’ responsible use of ICT: Examining two samples in Spain and Norway

Guðmundsdóttir

Rubio

Hatlevik³

2020

Computers & Education

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Section: Perceived Competence In Privacy Issuesmentioning

confidence: 99%

Section: Spanish Sample (681 Student Teachers) Mean St Dev Skewness Kurtosismentioning

confidence: 99%

Student teachers’ responsible use of ICT: Examining two samples in Spain and Norway

Guðmundsdóttir

Rubio

Hatlevik³

2020

Computers & Education

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“…We know that no content in any course during pre-service training focuses specifically on protection of personal data in pre-service teachers' study programs. Giaever et al (2016) indicate that countries like Norway train teachers in topics such as netiquette, cyberbullying, ethical and moral aspects of cyber ethics, and respect for copyright. Our study shows, however, that teachers have little knowledge of issues associated with privacy and encounter some difficulty teaching these issues to their students.…”

Section: Summary and Discussionmentioning

confidence: 99%

Pre-service teachers’ perceptions of data protection in primary education

Torres-Hernández

Arrufat

2023

CONT ED TECHNOLOGY

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The protection of personal data and privacy are important issues closely related to use of social media, information and communication technologies, and the Internet in the area of education. The treatment of academic information and use of tools and programs for instruction, communication, and learning have revealed the handling of a significant volume of personal data from different sources. It is essential to protect this information from possible privacy violations. This descriptive study, which is of transversal nonexperimental design, focuses on how 384 pre-service teachers’ enrolled in educational technology courses in their education programs view the protection of personal data. The goals are to describe and analyze how these teachers perceive the risks associated with protection of data on the Internet and what they know about protection of data in primary education. We administered a questionnaire within the framework of an educational activity that focused on digital competence in data protection in education. The results show a high perception of risk in topics such as accepting cookies when surfing the Internet or transferring banking information. The knowledge the students claim to have shown a lack of information on the protection of minors’ data in issues related to the development and schooling of primary school students, as well as their health, background, and family environment. Curricular treatment of these areas that includes content, practices on regulations, and adopts a situated, critical, and responsible approach in pre-service teacher education is recommended.

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“…Miller and Bartlett (2012) argue that teachers often consider students’ digital fluency to be poor and that they need to be taught how to approach information on the internet critically. Giæver et al. (2017) examined how teachers understand the part of digital literacy that concerns evaluating information and found that they mainly consider this evaluation to be about source criticism, digital bullying, and netiquette.…”

Section: Background and Review Of Relevant Researchmentioning

confidence: 99%

“…(2017) examined how teachers understand the part of digital literacy that concerns evaluating information and found that they mainly consider this evaluation to be about source criticism, digital bullying, and netiquette. The findings showed that the teachers did not feel they have enough competence when it comes to understanding what digital literacy is about and how it should be taught (Giæver et al., 2017; Pusey and Sadera, 2011). There exists important knowledge both about learning with tablets and digital literacy in school.…”

Section: Background and Review Of Relevant Researchmentioning

confidence: 99%

Students choosing digital sources: Studying students’ information literacy in group work with tablets

Lofthus

Silseth

2019

E-Learning and Digital Media

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The focus of this article is on digital literacy and students' use of digital sources. Examining how students choose digital video sources when doing group work with tablets in a social studies project. The analysis centers on how students collaboratively negotiate and reason around their choice of video sources during an assignment about environmental issues. The data corpus consists of videos of group work. A sociocultural perspective on learning is employed for analyzing student participation. We explore how the tablets influence the group interaction and how the group members negotiate the process of choosing the video sources found online. The findings show that students do not discuss digital sources only in terms of the formal criteria for digital literacy, but in relation to their perception of how the video sources are presented. Based on the findings, we discuss digital literacy in the context of group work with tablets.

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Teachers’ Understanding and Practice of Cyber Ethics in the Classroom

Cited by 3 publications

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Student teachers’ responsible use of ICT: Examining two samples in Spain and Norway

Student teachers’ responsible use of ICT: Examining two samples in Spain and Norway

Pre-service teachers’ perceptions of data protection in primary education

Students choosing digital sources: Studying students’ information literacy in group work with tablets

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