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 include...

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Autores principales:	Josephine Milton, Tonje Hilde Giæver, Louise Mifsud, Héctor Hernández Gassó
Formato:	article
Lenguaje:	EN NO
Publicado:	Oslo and Akershus University College of Applied Sciences 2021
Materias:	cyberethics inintial teacher education teacher identity professional digital identity digital competence Education (General) L7-991
Acceso en línea:	https://doaj.org/article/18995e3487164468b9f8fb8c6dcc87d0
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id	oai:doaj.org-article:18995e3487164468b9f8fb8c6dcc87d0
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spelling	oai:doaj.org-article:18995e3487164468b9f8fb8c6dcc87d02021-12-01T13:43:56ZAwareness and knowledge of cyberethics: A comparative study of preservice teachers in Malta, Norway, and Spain10.7577/njcie.42572535-4051https://doaj.org/article/18995e3487164468b9f8fb8c6dcc87d02021-11-01T00:00:00Zhttps://journals.oslomet.no/index.php/nordiccie/article/view/4257https://doaj.org/toc/2535-4051 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. Josephine MiltonTonje Hilde GiæverLouise MifsudHéctor Hernández GassóOslo and Akershus University College of Applied Sciencesarticlecyberethicsinintial teacher educationteacher identityprofessional digital identitydigital competenceEducation (General)L7-991ENNONordic Journal of Comparative and International Education, Vol 5, Iss 4 (2021)
institution	DOAJ
collection	DOAJ
language	EN NO
topic	cyberethics inintial teacher education teacher identity professional digital identity digital competence Education (General) L7-991
spellingShingle	cyberethics inintial teacher education teacher identity professional digital identity digital competence Education (General) L7-991 Josephine Milton Tonje Hilde Giæver Louise Mifsud Héctor Hernández Gassó Awareness and knowledge of cyberethics: A comparative study of preservice teachers in Malta, Norway, and Spain
description	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.
format	article
author	Josephine Milton Tonje Hilde Giæver Louise Mifsud Héctor Hernández Gassó
author_facet	Josephine Milton Tonje Hilde Giæver Louise Mifsud Héctor Hernández Gassó
author_sort	Josephine Milton
title	Awareness and knowledge of cyberethics: A comparative study of preservice teachers in Malta, Norway, and Spain
title_short	Awareness and knowledge of cyberethics: A comparative study of preservice teachers in Malta, Norway, and Spain
title_full	Awareness and knowledge of cyberethics: A comparative study of preservice teachers in Malta, Norway, and Spain
title_fullStr	Awareness and knowledge of cyberethics: A comparative study of preservice teachers in Malta, Norway, and Spain
title_full_unstemmed	Awareness and knowledge of cyberethics: A comparative study of preservice teachers in Malta, Norway, and Spain
title_sort	awareness and knowledge of cyberethics: a comparative study of preservice teachers in malta, norway, and spain
publisher	Oslo and Akershus University College of Applied Sciences
publishDate	2021
url	https://doaj.org/article/18995e3487164468b9f8fb8c6dcc87d0
work_keys_str_mv	AT josephinemilton awarenessandknowledgeofcyberethicsacomparativestudyofpreserviceteachersinmaltanorwayandspain AT tonjehildegiæver awarenessandknowledgeofcyberethicsacomparativestudyofpreserviceteachersinmaltanorwayandspain AT louisemifsud awarenessandknowledgeofcyberethicsacomparativestudyofpreserviceteachersinmaltanorwayandspain AT hectorhernandezgasso awarenessandknowledgeofcyberethicsacomparativestudyofpreserviceteachersinmaltanorwayandspain
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Awareness and knowledge of cyberethics: A comparative study of preservice teachers in Malta, Norway, and Spain

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