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EJ960154 - Cyberethics, Cybersafety, and Cybersecurity: Preservice Teacher Knowledge, Preparedness, and the Need for Teacher Education to Make a Difference

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ERIC #:	EJ960154
Title:	Cyberethics, Cybersafety, and Cybersecurity: Preservice Teacher Knowledge, Preparedness, and the Need for Teacher Education to Make a Difference
Authors:	Pusey, Portia; Sadera, William A.
Descriptors:	Preservice Teacher Education; Preservice Teachers; Standards; Laws; Modeling (Psychology); Knowledge Base for Teaching; Ethics; Safety; Student Attitudes; Teacher Attitudes; Technology Integration; Educational Technology; Computer Uses in Education; Computer Security; Information Security; Internet; Surveys; Statistical Analysis
Source:	Journal of Digital Learning in Teacher Education, v28 n2 p82-88 Win 2011-2012
More Info: Help Peer Reviewed:	Yes
Publisher:	International Society for Technology in Education. 180 West 8th Avenue, Suite 300, Eugene, OR 97401-2916. Tel: 800-336-5191; Tel: 541-302-3777; Fax: 541-302-3778; e-mail: iste@iste.org; Web site: http://www.iste.org
Publication Date:	2012-00-00
Pages:	7
Pub Types:	Journal Articles; Reports - Evaluative
Abstract:	In teacher education programs, preservice teachers learn about strategies to appropriately integrate computer-related and Internet-capable technologies into instructional settings to improve student learning. Many presume that preservice teachers have the knowledge to competently model and teach issues of safety when working with these devices as well. This study investigated the current knowledge and understandings preservice teachers have about cyberethics, cybersafety, and cybersecurity (C3) topics and their beliefs about their ability to teach them. The researchers conducted a survey with 318 preservice teachers asking them to rate their ability to model or teach 75 C3 topics. The results indicated that the respondents were not prepared to model or teach C3 topics. (Contains 2 tables.)
Abstractor:	As Provided
Reference Count:	30

Note:	N/A
Identifiers:	United States (Mid Atlantic States)
Record Type:	Journal
Level:	N/A
Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	ISSN-2153-2974
Audiences:	N/A
Languages:	English
Education Level:	Higher Education; Postsecondary Education
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