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They Need More Than Technology-Equipped Schools: Teachers' Practice of Fostering Students' Digital Protective Skills
[journal article]
Abstract 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 inv... view more
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.... view less
Keywords
teaching method; media education; school; technical equipment; digital media; digitalization; competence; Internet; risk; privacy
Classification
Media Pedagogics
Interactive, electronic Media
Free Keywords
digital literacy; digital skills; online risk; protection of the private sphere; protective skills; teaching
Document language
English
Publication Year
2019
Page/Pages
p. 137-147
Journal
Media and Communication, 7 (2019) 2
Issue topic
Critical Perspectives on Digital Literacies: Creating a Path Forward
ISSN
2183-2439
Status
Published Version; peer reviewed