They Need More Than Technology-Equipped Schools: Teachers’ Practice of Fostering Students’ Digital Protective Skills

Detalhes bibliográficos
Autor(a) principal: Berger, Priscila
Data de Publicação: 2019
Outros Autores: Wolling, Jens
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
Texto Completo: https://doi.org/10.17645/mac.v7i2.1902
Resumo: The intense use of digital media among children and adolescents raises concerns about online risks. In response, digital literacy frameworks for formal education usually include a set of protective skills. Considering that teachers have the responsibility to implement such frameworks, this study investigates factors associated with teachers’ practices of fostering students’ digital protective skills. Therefore, data from a survey conducted with 315 teachers in the state of Thuringia, Germany, was analyzed. The findings indicate positive associations between the importance teachers attribute to digital protective skills, the knowledge they have about guidelines for media education, their formal media training, and their media and technology use in class. Besides, the analysis revealed associations with school type, subject taught, and teacher age. Conversely, the factors of human and technological resources did not yield significant effects in the regression model. The final model explained 48% of the variance in the teachers’ practices of fostering protective skills.
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spelling They Need More Than Technology-Equipped Schools: Teachers’ Practice of Fostering Students’ Digital Protective Skillsdigital literacy; digital skills; media education; online risk; protection of the private sphere; protective skills; teachingThe intense use of digital media among children and adolescents raises concerns about online risks. In response, digital literacy frameworks for formal education usually include a set of protective skills. Considering that teachers have the responsibility to implement such frameworks, this study investigates factors associated with teachers’ practices of fostering students’ digital protective skills. Therefore, data from a survey conducted with 315 teachers in the state of Thuringia, Germany, was analyzed. The findings indicate positive associations between the importance teachers attribute to digital protective skills, the knowledge they have about guidelines for media education, their formal media training, and their media and technology use in class. Besides, the analysis revealed associations with school type, subject taught, and teacher age. Conversely, the factors of human and technological resources did not yield significant effects in the regression model. The final model explained 48% of the variance in the teachers’ practices of fostering protective skills.Cogitatio2019-06-11info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttps://doi.org/10.17645/mac.v7i2.1902oai:ojs.cogitatiopress.com:article/1902Media and Communication; Vol 7, No 2 (2019): Critical Perspectives on Digital Literacies: Creating a Path Forward; 137-1472183-2439reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAPenghttps://www.cogitatiopress.com/mediaandcommunication/article/view/1902https://doi.org/10.17645/mac.v7i2.1902https://www.cogitatiopress.com/mediaandcommunication/article/view/1902/1902Copyright (c) 2019 Priscila Berger, Jens Wollinghttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessBerger, PriscilaWolling, Jens2022-12-20T10:57:56Zoai:ojs.cogitatiopress.com:article/1902Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T16:20:35.998382Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse
dc.title.none.fl_str_mv They Need More Than Technology-Equipped Schools: Teachers’ Practice of Fostering Students’ Digital Protective Skills
title They Need More Than Technology-Equipped Schools: Teachers’ Practice of Fostering Students’ Digital Protective Skills
spellingShingle They Need More Than Technology-Equipped Schools: Teachers’ Practice of Fostering Students’ Digital Protective Skills
Berger, Priscila
digital literacy; digital skills; media education; online risk; protection of the private sphere; protective skills; teaching
title_short They Need More Than Technology-Equipped Schools: Teachers’ Practice of Fostering Students’ Digital Protective Skills
title_full They Need More Than Technology-Equipped Schools: Teachers’ Practice of Fostering Students’ Digital Protective Skills
title_fullStr They Need More Than Technology-Equipped Schools: Teachers’ Practice of Fostering Students’ Digital Protective Skills
title_full_unstemmed They Need More Than Technology-Equipped Schools: Teachers’ Practice of Fostering Students’ Digital Protective Skills
title_sort They Need More Than Technology-Equipped Schools: Teachers’ Practice of Fostering Students’ Digital Protective Skills
author Berger, Priscila
author_facet Berger, Priscila
Wolling, Jens
author_role author
author2 Wolling, Jens
author2_role author
dc.contributor.author.fl_str_mv Berger, Priscila
Wolling, Jens
dc.subject.por.fl_str_mv digital literacy; digital skills; media education; online risk; protection of the private sphere; protective skills; teaching
topic digital literacy; digital skills; media education; online risk; protection of the private sphere; protective skills; teaching
description The intense use of digital media among children and adolescents raises concerns about online risks. In response, digital literacy frameworks for formal education usually include a set of protective skills. Considering that teachers have the responsibility to implement such frameworks, this study investigates factors associated with teachers’ practices of fostering students’ digital protective skills. Therefore, data from a survey conducted with 315 teachers in the state of Thuringia, Germany, was analyzed. The findings indicate positive associations between the importance teachers attribute to digital protective skills, the knowledge they have about guidelines for media education, their formal media training, and their media and technology use in class. Besides, the analysis revealed associations with school type, subject taught, and teacher age. Conversely, the factors of human and technological resources did not yield significant effects in the regression model. The final model explained 48% of the variance in the teachers’ practices of fostering protective skills.
publishDate 2019
dc.date.none.fl_str_mv 2019-06-11
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
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status_str publishedVersion
dc.identifier.uri.fl_str_mv https://doi.org/10.17645/mac.v7i2.1902
oai:ojs.cogitatiopress.com:article/1902
url https://doi.org/10.17645/mac.v7i2.1902
identifier_str_mv oai:ojs.cogitatiopress.com:article/1902
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv https://www.cogitatiopress.com/mediaandcommunication/article/view/1902
https://doi.org/10.17645/mac.v7i2.1902
https://www.cogitatiopress.com/mediaandcommunication/article/view/1902/1902
dc.rights.driver.fl_str_mv Copyright (c) 2019 Priscila Berger, Jens Wolling
http://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2019 Priscila Berger, Jens Wolling
http://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Cogitatio
publisher.none.fl_str_mv Cogitatio
dc.source.none.fl_str_mv Media and Communication; Vol 7, No 2 (2019): Critical Perspectives on Digital Literacies: Creating a Path Forward; 137-147
2183-2439
reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
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