The Rationale for Cyber Safety and Security Awareness Literacy Programs for Prospective Teachers (original) (raw)
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DIGITAL LITERACY OF PRIMARY EDUCATION TEACHERS IN THE AREA OF DIGITAL SAFETY
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Digital Literacy (DL) is one of the key competencies modern teachers should have. Regardless of the stage of education, they should be skilled in using modern ICT solutions. Fluent use of digital media is one of the DL components-as much important as the ability to understand and anticipate online threats. DL of teachers determines not only their own safety but also the safety of children in elementary education. The paper sets out to address the following question: What is the level of digital literacy regarding e-threats among primary school teachers? The answer was given based on a competence tests and a diagnostic survey results. The research was conducted among 222 teachers in Poland and was commissioned by the Ministry of National Education (project executor: Cities on the Internet Association Tarnów and Navigo Wroclaw). It is the first research based on a real measurement of DL in the following areas: ergonomics of using ICT, reliable evaluation of online information, influence of advertising on children, relationships with other people through the Internet, setting logins and passwords, and malware protection. The conclusion are surprising: teachers have insufficient knowledge regarding protection of children against e-communication threats but their competencies regarding malware protection are relatively high. Particular support in strengthening DL should be provided to trainees, that is, teacher who begin their professional career.
Determination of cyber security ensuring behaviours of pre-service teachers
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As cyber security attack rates increase, so do cyber security concerns. Cyber security is the collection of tools, policies, security concepts, security measures, risk management approaches, actions, education, applications, security and technologies that can be used in order to protect the cyber environment and user rights. The aim of this study is to determine the behaviours of pre-service teachers as this study's objective is to determine the behaviours of pre-service teachers regarding cyber security. This study is designed according to the quantitative research method and the Personal Cyber Security Ensuring Scale has been used. 144 pre-service teachers of two different universities who took up instructional technologies and material design courses in the 2019-2020 spring semester participated in the study. It has been observed that the participants frequently took measures when they noticed unreliable people and situations in the internet environment but took occasional measures in terms of not leaving any trace, taking precautions and protecting personal privacy.
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The aim of this study is to develop cyber security competency scale to measure the security competency of prospective teachers in relation to the educational environment. It included 100 participants from various teacher training colleges of Kerala, a state in India. This tool development was a part of research conducted to examine the impact of a cyber-safety and security awareness program. Initially 113 items related with the security aspect of prospective teachers in the educational environment framed. Later on, 21 items were modified and 13 were deleted as per opinions of the experts. The draft scale consisting of 93 items was administered on samples and data was collected with the help of Google forms. Item analysis was carried out using t-value and r-value. Reliability of scale was determined by using Cronbach Alpha value and split-halt correlation. After item analysis, the scale items were reduced to 78 items organized under 12 essential aspects of cyber security in educational environment. To obtain further validity confirmatory factor analysis also carried out. Analyses of the entire psychometric scale have demonstrated its validity and reliability, confirming its suitability for measuring the cybersecurity competency of prospective teachers.
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Despite the fact that the Internet has positively impacted people's lives, there are negative issues emerged related to the use of Internet. Cases like cyber-bully, online fraud, racial abuse, pornography and gambling had increased tremendously due to the lack of awareness and self-mechanism among Internet users to protect themselves from being victims to these acts. However, past research revealed that the level of awareness among Internet users is still low or moderate. One of the vital measures to be taken is to cultivate knowledge and awareness among Internet users from their early age, i.e., young children. Young children specifically, need to be educated to operate in a safe manner in cyberspace and to protect themselves in the process. The objective of this systematic review paper is to explore why it is so critical that modern learners are educated about the risks associated with being active in cyberspace and the strategies that stakeholders can use to promote cyber security education in schools. In this paper, few strategies are discussed as how cyber security education can be implemented in schools.
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What do teachers know about digital safety?
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The research objective was to determine the level of digital literacy (DL) among teachers. The scope of DL was narrowed to the issue of the safe use of electronic media.The research was conducted using a competency test and diagnostic survey. The following aspects of DL were measured: awareness of the mechanisms of communication with other internet users and any threats resulting thereof; understanding what sexting is and what is meant by invasion of privacy; knowledge about copyright; ability to verify the credibility of information available online (the least developed area of DL); awareness of cyberbullying and the prevention thereof (the most developed DL skill); and the security of online financial operations. The study was conducted in the second half of 2016 in Poland, and was commissioned by the Ministry of National Education responsible for the Bezpieczna+ (Safe+) project. The survey was carried out among 421 lower-secondary school teachers (covering three grades for children aged 12/13 to 15/16) from all over the country. The research results can be generalised at α = 0.95 level. The teachers surveyed show different levels of DL. The teachers of technical subjects (including ICT) obtained the best results, whereas natural science 2 teachers scored the lowest. Age was not a determinant of ICT expertise. A low level of DL and safety skills prevails in the group of teachers who have recently began their career in education (trainees). The group of beginner teachers in particular should be given educational support. This research also breaks the stereotype that young teachers have much more advanced DL than older teachers.