What Do Teachers Know About Digital Safety?

Tomczyk, Łukasz

doi:10.1080/07380569.2019.1642728

Cited by 35 publications

(24 citation statements)

References 54 publications

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“…However, there is a group of teachers who clearly refer to the intergenerational transfer within which building bridges between the adults and children helps to understand the nature of the new digital services, including the threats, without creating unnecessary stereotypes. At the same time, the respondents emphasise that they themselves together with the parents, lack advanced digital literacy which is in line with the diagnoses commissioned by the Ministry of National Education (Tomczyk, 2018;.…”

Section: Discussionsupporting

confidence: 71%

Cyberbullying Prevention in the Opinion of Teachers

2019

Media Education (Mediaobrazovanie)

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The paper sets out to present the opinions of teachers regarding the implementation of cyberbullying prevention programmes for children and youth. Such perspective is to facilitate a better understanding of the role of the prevention of Internet-mediated risky behaviours in the school environment. The text was created using the interpretative paradigm of the qualitative pedagogical research. The study was conducted using focus group technique with over a dozen of teachers participating. The text was written as part of the project SELI-Smart Ecosystem for Learning and Inclusion, in the second half of 2019. The data collected showed that cyberbullying prevention is a complex phenomenon and requires active engagement not only from the teachers but also from the third parties, parents and students themselves. The teachers who took part in the focus group listed a range of protective factors related to the elimination of cyberbullying: increasing digital literacy, developing universal skills (communication, personal culture, respect to others, critical thinking), support from the police and related institutions, building family relationships, engaging in leisure activities. The teachers agree that rapidly developing technology outdates the knowledge of people involved in media education, making lifelong education necessary.

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Section: Discussionsupporting

confidence: 71%

Cyberbullying Prevention in the Opinion of Teachers

2019

Media Education (Mediaobrazovanie)

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“…Previous research on a sample of parents of high school students indicated that on average, parents were only able to correctly answer half of the questions related to the ability to assess the credibility of online situations and have safe interactions with strangers [ 51 ]. Other studies focused on high school teachers show similar weaknesses in their ability to assess the credibility of information found online, which is part of an overall lack of digital literacy [ 52 , 53 ]. Informed adults are a critical component of improving the digital literacy of students [ 52 ].…”

Section: Discussionmentioning

confidence: 99%

Youth Exposure to Hate in the Online Space: An Exploratory Analysis

Harriman

Shortland

et al. 2020

IJERPH

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Today’s youth have extensive access to the internet and frequently engage in social networking activities using various social media platforms and devices. This is a phenomenon that hate groups are exploiting when disseminating their propaganda. This study seeks to better understand youth exposure to hateful material in the online space by exploring predictors of such exposure including demographic characteristics (age, gender, and race), academic performance, online behaviors, online disinhibition, risk perception, and parents/guardians’ supervision of online activities. We implemented a cross-sectional study design, using a paper questionnaire, in two high schools in Massachusetts (USA), focusing on students 14 to 19 years old. Logistic regression models were used to study the association between independent variables (demographics, online behaviors, risk perception, parental supervision) and exposure to hate online. Results revealed an association between exposure to hate messages in the online space and time spent online, academic performance, communicating with a stranger on social media, and benign online disinhibition. In our sample, benign online disinhibition was also associated with students’ risk of encountering someone online that tried to convince them of racist views. This study represents an important contribution to understanding youth’s risk factors of exposure to hateful material online.

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“…A study by Tomczyk (2019) in the field of digital security in the school and family environment in Poland revealed that digital literacy was necessary, especially in a group of people who are responsible for facilitating digital safety. A good example is parents who are in contact with children all the time and most time give digital devices to children under their care with good reasons or to keep them off so that they can concentrate on their work.…”

Section: Palabras Clave: Alfabetitzación Digital Abuso Infantil Online Keniamentioning

confidence: 99%

Digital literacy and online child abuse among primary school children in Langata Sub-county, Nairobi City County in Kenya

Muhingi

Mavole

Nzau

2021

RIMCIS

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Kenya introduced Digischool to public primary schools to prepare children for today’s digital world attracting a cyber-threat landscape. Utilising a descriptive cross-sectional design within a concurrent mixed approach, the study examined the relationship between digital literacy intervention and online child abuse among primary school children in Langata sub-county. Targeted, were children between 9 and 17 years from private and public primary schools, teachers, parents and policy makers and child protection officers. Godden’s formula informed purposive and random sampling of 384 respondents, plus a 10% (423) respondents for Key Informant interviews and focused discussions. Quantitative and qualitative data was analysed using both descriptive and inferential statistics and content analysis with the help of SPSS version 22 and Nvivo version 12 respectively. The study revealed stakeholders intervened in online child abuse at various levels using a number of strategies. The study revealed a significant relationship between the type of school and exposure to online. Since the p-value (0.000) was less than alpha (0.05) and we conclude there was a significant relationship between the type of school and exposure to online child abuse. There is need for a systems thinking and concerted multi-sectorial approach to improvement of digital literacy hence protecting children online.

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What Do Teachers Know About Digital Safety?

Cited by 35 publications

References 54 publications

Cyberbullying Prevention in the Opinion of Teachers

Cyberbullying Prevention in the Opinion of Teachers

Youth Exposure to Hate in the Online Space: An Exploratory Analysis

Digital literacy and online child abuse among primary school children in Langata Sub-county, Nairobi City County in Kenya

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