Assessing and Priming Pre-Service Teachers' Attitudes about Online Privacy and Their Protection Strategies for Social Networks, Email and Cloud Storage

Autor/inn/en	Hermida, Martin; Imlig-Iten, Nina; Schrackmann, Iwan; Marinus, Eva
Titel	Assessing and Priming Pre-Service Teachers' Attitudes about Online Privacy and Their Protection Strategies for Social Networks, Email and Cloud Storage
Quelle	In: Teaching Education, 34 (2023) 3, S.265-282 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1047-6210
DOI	10.1080/10476210.2022.2106963
Schlagwörter	Preservice Teachers; Student Attitudes; Social Networks; Data; Privacy; Information Security; Teacher Education; Consciousness Raising; Computer Security; Risk; Social Media; Internet; Self Efficacy; Information Storage; Information Management; Users (Information); Safety; Foreign Countries; Switzerland + Suchen Sie Ihr Suchwort? Schülerverhalten; Social network; Soziales Netzwerk; Daten; Privatsphäre; Lehrerausbildung; Lehrerbildung; Bewusstseinsbildung; Computervirus; Computersicherheit; Risiko; Soziale Medien; Self-efficacy; Selbstwirksamkeit; Informationsspeicherung; Procurement of information; Informationsbeschaffung; Benutzerprofil; Nutzer; Sicherheit; Ausland; Schweiz
Abstract	With the ubiquity of digital media, managing personal data has become part of our daily lives. Teachers have to manage not only their own data, they also manage students' sensitive data and furthermore have to teach data protection to students. In Switzerland, teacher education colleges have hence started to educate students about privacy and data protection. To do this effectively, it is important to understand pre-service teachers' attitudes about online privacy and to assess their knowledge about protection strategies. Therefore, we tested whether existing scales for attitudes (perceived severity, perceived vulnerability, self-efficacy) about online privacy in social networks can be applied to pre-service teachers and be extended to e-mail and cloud storage. We then explored how these attitudes relate to protection strategies. Except for perceived vulnerability regarding social networks, we succeeded in reliably measuring the three different attitudes in the three domains. Priming did not change the attitudes. However, we did find that self-efficacy was related to the degree to which students report using data protection strategies. This suggests that to motivate pre-service teachers to engage in data protection, teaching them these strategies is more effective than making them more aware of their vulnerability and the severity of data breaches. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01