scholarly journals Competence of future teachers in the digital security area

2021 ◽  
Author(s):  
Maria Jesus Gallego-Arrufat ◽  
Norma Torres-Hernández ◽  
Teresa Pessoa
Keyword(s):  
Preservice Teachers ◽  
Internet Use ◽  
Digital Content ◽  
Digital Identity ◽  
Initial Training ◽  
Digital Competence ◽  
Demand For Education ◽  
Digital Footprint ◽  
Item Questionnaire ◽  
Medium Level

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.

scholarly journals Competence of future teachers in the digital security area

Comunicar ◽  
2019 ◽  
Vol 27 (61) ◽  
pp. 57-67 ◽  
Author(s):  
María-Jesús Gallego-Arrufat ◽  
Norma Torres-Hernández ◽  
Teresa Pessoa
Keyword(s):  
Undergraduate Students ◽  
Digital Content ◽  
The Internet ◽  
Initial Training ◽  
Future Teachers ◽  
Digital Competence ◽  
Demand For Education ◽  
Digital Footprint ◽  
Use Of The Internet ◽  
Competencia Digital

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.

scholarly journals Awareness and knowledge of cyberethics: A comparative study of preservice teachers in Malta, Norway, and Spain

2021 ◽  
Vol 5 (4) ◽  
pp. 18-37
Author(s):  
Josephine Milton ◽  
Tonje Hilde Giæver ◽  
Louise Mifsud ◽  
Héctor Hernández Gassó
Keyword(s):  
Preservice Teachers ◽  
Professional Identity ◽  
Student Teachers ◽  
Online Survey ◽  
Third Parties ◽  
Digital Identity ◽  
Digital Competence ◽  
Teaching Career ◽  
Social Media Platforms ◽  
Potential Impact

This paper explores the knowledge and understanding of cyberethics held by preservice teachers across three European countries. The study was conducted via an online survey and yielded a total of 1,131 responses from preservice teachers in Spain, Norway, and Malta. The facets of cyberethics included in this study were specifically related to behaving responsibly online, safeguarding privacy, respecting copyright, seeking consent of third parties before posting images or videos on social media platforms, and considering their own professional identity as future teachers when posting images or videos online. The findings indicate that preservice teachers reported similar levels of competence in both applying copyright and respecting privacy rules. However, this varied across countries, with preservice teachers in Malta and Norway reporting higher levels of knowledge and awareness than their counterparts in Spain. Malta had the largest number of participants who reported that they ‘always’ considered the potential impact that posting media online may have on their careers, followed by Norway. Spain had the largest number of preservice teachers who stated that they rarely or never thought about this impact on their teaching career. Our findings highlight the need for student teachers’ knowledge of cyberethics to be prioritised during ITE, especially within the framework of developing a professional digital identity. In light of our findings, we recommend that all ITE programmes include digital competence and cyberethics components in their curricula. This would enable preservice teachers to develop an emerging professional and digital identity to face the challenges of becoming teachers in the 21st century.

scholarly journals Theoretical Principles of Using Steam-Technologies in the Preparation of the Teacher of the New Ukrainian School

2019 ◽  
Vol 5 (1) ◽  
pp. 23-30 ◽  
Author(s):  
Olena Budnyk
Keyword(s):  
Social Activity ◽  
Data Communication ◽  
Digital Technologies ◽  
Digital Content ◽  
Learning Activity ◽  
Learning Tools ◽  
Digital Competence ◽  
Steam Education ◽  
Educational Establishment ◽  
Using Data

The Urgency of the problem of STEAM-education, need for training of relevant specialists, especially teachers for using modern digital technologies in the process of teaching students, orientation of the younger generation on STEM professions are discussed in the article. The essence of the digital competence of a modern specialist, which includes a system of knowledge and skills according to the conscious, responsible and critical use of digital technologies in the process of educational and labour activity, civil or social activity is defined by the author. It is revealed that the teacher's digital competence is manifested in his/her information literacy, culture of using data, communication in the information space, the ability to create relevant digital content. Theoretical principles of the introduction of innovative technologies in the pedagogical process of the New Ukrainian school are described. The forms and methods of using STEAM-technologies in a modern educational establishment are presented. The author stresses there is a need to use various learning tools during the work with students: presentations, laboratory tutorials and simulations, discussions, and peer collaboration to support learning activity, exploration, etc

scholarly journals Epistemological Beliefs of Preservice Teachers

2020 ◽  
Vol 10 (3) ◽  
pp. 44
Author(s):  
Aşkın Baydar
Keyword(s):  
Preservice Teachers ◽  
Social Studies ◽  
Epistemological Beliefs ◽  
Two Dimensions ◽  
Three Dimensions ◽  
Significant Difference ◽  
Medium Level ◽  
And Gender ◽  
Faculty Of Education ◽  
Third Dimension

This study examined the epistemological beliefs of preservice teachers, from naïve to sophisticated, from five different departments of the faculty of education in a Turkish university. By using the adapted form of the Schommer Epistemological Questionnaire, social studies, science, Turkish, mathematics, and classroom preservice teachers were surveyed and their epistemological belief levels were determined in terms of department and gender variables. Epistemological beliefs were examined in three dimensions: beliefs that pertain to learning depending on effort, beliefs that pertain to learning depending on ability, and beliefs that pertain to there being only one unchanging truth. The analysis indicated that generally all in departments, preservice teachers have sophisticated beliefs regarding the first two dimensions of the questionnaire. For the third dimension, they seem be at medium level. The results show that for the second dimension females have more sophisticated beliefs than males. For the other two dimensions there was no significant difference between females and males. A significant difference was found only for the first dimension and only between mathematics and classroom preservice teachers.

scholarly journals DIGITAL COMPETENCIES OF CADETS OF UNIVERSITIES OF THE MINISTRY OF EMERGENCY SITUATIONS OF RUSSIA (OF THE EMERCOM OF RUSSIA)

2021 ◽  
pp. 64-71
Author(s):  
Аксар Альбертович Эльтемеров ◽  
Светлана Николаевна Федорова
Keyword(s):  
Information And Communication Technologies ◽  
The Internet ◽  
Digital Competence ◽  
First Year Students ◽  
Main Research ◽  
Digital Footprint ◽  
Emergency Situations ◽  
Digital Competencies ◽  
Content Processing ◽  
High Level

Цифровизация образования ставит перед высшей школой задачу формирования цифровых компетенций обучающихся, включающих взаимодействие посредством цифровых технологий, управление информацией и данными, способность решать разнообразные задачи в области использования информационно-коммуникационных технологий, интеграцию и переработку цифрового контента и др. Цель работы – выявить уровень сформированности цифровых компетенций курсантов вуза МЧС России. Результаты исследования иллюстрируют недостаточный уровень сформированности цифровых компетенций студентов, в частности информационных цифровых компетенций (знание сущности цифрового следа и кибертени) и цифровой компетенции коммуникации и сотрудничества (соблюдение мер предосторожности при работе в интернет-пространстве). У 80 % опрошенных выявлен низкий уровень развития цифровых компетенций: они вообще ничего не слышали о понятиях «цифровой след» и «кибертень» и особых мер предосторожности при работе в сети Интернет не предпринимают. А 15 % опрошенных характеризуется средним уровнем развития цифровых компетенций: знакомы с этими понятиями, но затруднились в обозначении их сущностно-содержательных характеристик и отражении мер предосторожности при работе в сети Интернет. Пять процентов опрошенных обладают высоким уровнем развития цифровых компетенций: знают и раскрывают смысл понятий «цифровой след» и «кибертень», соблюдают меры предосторожности при работе в сети Интернет. По результатам исследования авторы приходят к выводу о необходимости информационно-методического сопровождения большинства студентов в этом направлении, подразумевающего интеграцию цифрового материала в содержание изучаемых дисциплин, включение факультативных занятий, введение цифровых модулей и дополнительные образовательные программы. The digitalization in education poses a challenge for higher education to form students’ digital competencies, including interaction through digital technologies, information and data management, the ability to solve various problems in the use of information and communication technologies, integration and digital content processing. The purpose of this study is to identify the level of formation of digital competencies of cadets of the Academy of the EMERCOM of Russia. The research was carried out at the State Fire Academy of the EMERCOM of Russia with 168 first-year students. Main research methods: survey, conversation and interview. The results of the study illustrate a lack of students’ digital competence, in particular, information digital competencies (knowledge of the essence of digital footprint and cyber shadow) and digital competence of communication and cooperation (compliance with precautions when working on the Internet). Digital competence of 80 % of respondents was low: they have not heard anything about the concepts of “digital footprint” and “cyber shadow” and don’t take special precautions when working on the Internet. 15 % of the respondents had an average level of development of digital competencies: they are familiar with these concepts, but found it difficult to identify their essential content characteristics and precautions when working on the Internet. 5 % of the respondents have a high level of development of digital competencies: they know and understand the meaning of the concepts of “digital footprint” and “cyber shadow”, and observe precautions when working on the Internet. According to the results of the study, the authors came to the conclusion that there is a need for information and methodological support of students in this direction, which implies the integration of digital material into the content of disciplines, the inclusion of elective classes, the introduction of digital modules and additional educational programs.

scholarly journals La competencia digital docente en formación inicial: Estudio a partir de los casos de Chile y Uruguay

2019 ◽  
Vol 27 ◽  
pp. 93
Author(s):  
Juan Silva ◽  
María-Julia Morales ◽  
José-Luis Lázaro-Cantabrana ◽  
Mercè Gisbert ◽  
Paloma Miranda ◽  
...  
Keyword(s):  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Average Score ◽  
Initial Training ◽  
Digital Competence ◽  
Achievement Level ◽  
Initial Teacher Training ◽  
Margin Of Error ◽  
Information And Communication ◽  
Four Levels

At present, it is essential for teachers to develop digital competence (DCT), starting at their initial training, to properly use Information and Communication Technologies (ICTs) in their daily practices, in addition to promoting DCT in the students. This article presents the main results of a comparative DCT study in last year pedagogy students in Chile and Uruguay. A mixed methodology was used to design and validate a test-type instrument with experts, which presented the use of ICTs in teaching contexts. This methodology enabled assessing DCT at four levels of dimensions with 10 indicators. The instrument was applied to a stratified representative sample with 5% margin of error made up of 568 pedagogy students, 273 from Chile and 295 from Uruguay. The results show an average score for the 10 assessed indicators (over a maximum of 4 points) of 2.3 for Chile and 2.2 for Uruguay, and an achievement level of 56.28% and 54.89%, respectively. These results provide a basis to guide public policy of both countries to strengthen the inclusion and treatment of DCT in initial teacher training.

scholarly journals The development of the digital teaching competence from a sociocultural approach

Comunicar ◽  
2019 ◽  
Vol 27 (61) ◽  
pp. 21-32 ◽  
Author(s):  
Pilar Colás-Bravo-Bravo ◽  
Jesús Conde-Jiménez ◽  
Salvador Reyes-de-Cózar
Keyword(s):  
Ad Hoc ◽  
Compulsory Education ◽  
Information Communication ◽  
Digital Competence ◽  
Teaching Competence ◽  
Sociocultural Approach ◽  
Medium Level ◽  
Analyse Data ◽  
The Individual ◽  
Competencia Digital

Many Nowadays, digital teaching competence transcends the individual training of teachers in ICT. The European framework DigCompEdu, highlights that teachers must train students in the application of digital technologies in a critical and responsible way, in terms of information, communication, content generation, wellbeing and problem solving. Despite the good intentions to systematize a common model of development of digital competence, it is detected that the proposals lack a pedagogical approach that serves as a theoretical framework for them. This paper proposes a development model of the digital teaching competence based on the sociocultural approach through four constructs: Command, Preference, Reintegration and Appropriation. For this study, an ad hoc scale is created to record the digital teaching competence through the development of this in their students and empirical evidences are provided. A survey type design is proposed. The sample consists of 1,881 students of compulsory education in Andalusia (Spain). SPSS is used to analyse data. The average general results for each of the dimensions studied reveal a medium level of development of digital competence. It is concluded that there is still too much to be done in terms of teacher training in ICT, being necessary to provide them strategies for the development of this in their students. En la actualidad, la competencia digital docente trasciende de la formación individual del profesorado en materia TIC. El marco europeo DigCompEdu incide en que el profesorado tiene que capacitar al alumnado en la aplicación de las tecnologías digitales de forma crítica y responsable en cuanto a información, comunicación, generación de contenido, bienestar y resolución de problemas. Pese a las buenas intenciones para sistematizar un modelo común de desarrollo de la competencia digital, se detecta que las propuestas carecen de un enfoque pedagógico que sirva de base teórica de los mismos. Este trabajo propone un modelo de desarrollo de la competencia digital docente basado en el enfoque sociocultural mediante cuatro constructos: Dominio, Preferencia, Reintegración y Apropiación. Para ello, se elaboró una escala ad hoc para registrar la competencia digital docente a través del desarrollo de esta en sus estudiantes, aportando evidencias empíricas. Se plantea un diseño de tipo cuestionario. La muestra se compone de 1.881 estudiantes de educación obligatoria de Andalucía. Para el análisis de datos se utilizó SPSS. Los resultados promedios generales por cada una de las dimensiones estudiadas revelan un nivel medio de desarrollo de la competencia digital. Se concluye que aún existe mucho por hacer en cuanto a la formación del profesorado en materia TIC, siendo necesario facilitarles estrategias para el desarrollo de esta en sus estudiantes.

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