Influences on ICT teachers knowledge and routines in a technical e-safety context

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F60076658%3A12410%2F17%3A43896244" target="_blank" >RIV/60076658:12410/17:43896244 - isvavai.cz</a>

Výsledek na webu

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DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

Influences on ICT teachers knowledge and routines in a technical e-safety context

Popis výsledku v původním jazyce

The article presents the results of research on the knowledge and routines of ICT teachers in a technical e-safety context. Primary, lower secondary and high school teachers can have a significant impact on the e-safety of children and youngsters by raising their awareness of the risks associated with the use of technologies. Technical e-safety has roughly been acknowledged as an area where interpersonal relationships are not prioritised. A qualitative analysis of open-coded in-depth interviews with ICT teachers using the Grounded Theory method identified determinants that influence teachers? knowledge and routines and a model of formation was developed. Firstly, there are external and internal influences. Another factor is teachers? attitudes to e-safety rules that should support safe behaviour. Thirdly, teachers have barriers to protection in their minds and these could hinder their safe behaviour. Previous negative experiences have also been identified as another significant factor that affects a teacher?s e-safety habits. The developed theory describes causal and intervening relationships between the given categories. The developed theory will serve as a basis for proposing steps to improve ICT teachers? knowledge of e-safety and ways teacher education might be adapted to achieve that.

Název v anglickém jazyce

Influences on ICT teachers knowledge and routines in a technical e-safety context

Popis výsledku anglicky

The article presents the results of research on the knowledge and routines of ICT teachers in a technical e-safety context. Primary, lower secondary and high school teachers can have a significant impact on the e-safety of children and youngsters by raising their awareness of the risks associated with the use of technologies. Technical e-safety has roughly been acknowledged as an area where interpersonal relationships are not prioritised. A qualitative analysis of open-coded in-depth interviews with ICT teachers using the Grounded Theory method identified determinants that influence teachers? knowledge and routines and a model of formation was developed. Firstly, there are external and internal influences. Another factor is teachers? attitudes to e-safety rules that should support safe behaviour. Thirdly, teachers have barriers to protection in their minds and these could hinder their safe behaviour. Previous negative experiences have also been identified as another significant factor that affects a teacher?s e-safety habits. The developed theory describes causal and intervening relationships between the given categories. The developed theory will serve as a basis for proposing steps to improve ICT teachers? knowledge of e-safety and ways teacher education might be adapted to achieve that.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

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OECD FORD obor

10201 - Computer sciences, information science, bioinformathics (hardware development to be 2.2, social aspect to be 5.8)

Projekt

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Návaznosti

S - Specificky vyzkum na vysokych skolach

Rok uplatnění

2017

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Telematics and Informatics

ISSN

0736-5853

e-ISSN

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Svazek periodika

34

Číslo periodika v rámci svazku

8

Stát vydavatele periodika

NL - Nizozemsko

Počet stran výsledku

15

Strana od-do

1488-1502

Kód UT WoS článku

000416495600010

EID výsledku v databázi Scopus

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