They Need More Than Technology-Equipped Schools: Teachers’ Practice of Fostering Students’ Digital Protective Skills
Autor(a) principal: | |
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Data de Publicação: | 2019 |
Outros Autores: | |
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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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 |
format |
article |
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) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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RCAAP |
institution |
RCAAP |
reponame_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
collection |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
repository.name.fl_str_mv |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
repository.mail.fl_str_mv |
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1799130654178279424 |