Cyberethics, Cybersafety, and Cybersecurity
Cyberethics, Cybersafety, and Cybersecurity
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网络伦理、网络安全和网络安全
DOI：
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发表时间：
2011
期刊：
影响因子：
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通讯作者：
W. Sadera
中科院分区：
文献类型：
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作者：
Portia Pusey;W. Sadera
在教师教育项目中，职前教师学习如何将计算机相关技术和互联网技术适当地整合到教学环境中，以提高学生的学习能力。许多人认为，在使用这些设备时，职前教师也有足够的知识来胜任建模和教授安全问题。本研究调查了职前教师目前对网络伦理、网络安全和网络安全（C3）主题的知识和理解，以及他们对自己教授这些主题的能力的信念。研究人员对318名职前教师进行了一项调查，要求他们评估自己在75个C3主题上的建模或教授能力。结果表明，受访者不准备建模或讲授C3主题
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, cyber-safety, 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