网络伦理意识与知识:马耳他、挪威和西班牙职前教师的比较研究

J. Milton, T. H. Giæver, L. Mifsud, Héctor Hernández Gassó
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引用次数: 2

摘要

本文探讨了三个欧洲国家的职前教师对网络伦理的认识和理解。这项研究是通过在线调查进行的,从西班牙、挪威和马耳他的职前教师中共获得了1131份反馈。本研究涉及的网络伦理方面具体涉及网络行为负责、保护隐私、尊重版权、在社交媒体平台上发布图片或视频前征求第三方同意,以及在网上发布图片或视频时考虑自己作为未来教师的职业身份。研究结果表明,职前教师在应用版权和尊重隐私规则方面的能力水平相似。然而,这在不同国家有所不同,马耳他和挪威的职前教师报告的知识和意识水平高于西班牙的同行。马耳他有最多的参与者报告说他们“总是”考虑在网上发布媒体可能对他们的职业生涯产生的潜在影响,其次是挪威。西班牙的职前教师人数最多,他们表示很少或从未考虑过这对他们的教学生涯的影响。我们的研究结果强调,在信息技术教育过程中,尤其是在发展专业数字身份的框架内,需要优先考虑学生教师的网络伦理知识。根据我们的研究结果,我们建议所有的it课程都包括数字能力和网络伦理的内容。这将使职前教师能够发展一种新兴的专业和数字身份,以应对21世纪成为教师的挑战。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Awareness and knowledge of cyberethics: A comparative study of preservice teachers in Malta, Norway, and Spain
This paper explores the knowledge and understanding of cyberethics held by preservice teachers across three European countries. The study was conducted via an online survey and yielded a total of 1,131 responses from preservice teachers in Spain, Norway, and Malta. The facets of cyberethics included in this study were specifically related to behaving responsibly online, safeguarding privacy, respecting copyright, seeking consent of third parties before posting images or videos on social media platforms, and considering their own professional identity as future teachers when posting images or videos online. The findings indicate that preservice teachers reported similar levels of competence in both applying copyright and respecting privacy rules. However, this varied across countries, with preservice teachers in Malta and Norway reporting higher levels of knowledge and awareness than their counterparts in Spain. Malta had the largest number of participants who reported that they ‘always’ considered the potential impact that posting media online may have on their careers, followed by Norway. Spain had the largest number of preservice teachers who stated that they rarely or never thought about this impact on their teaching career. Our findings highlight the need for student teachers’ knowledge of cyberethics to be prioritised during ITE, especially within the framework of developing a professional digital identity. In light of our findings, we recommend that all ITE programmes include digital competence and cyberethics components in their curricula. This would enable preservice teachers to develop an emerging professional and digital identity to face the challenges of becoming teachers in the 21st century.
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