Cyber Security Skills of Pre-Service Teachers as a Factor in Computer-Assisted Education

Abstract

The present study aimed to determine the effect of individual cyber security skills of pre-service teachers on their attitudes towards computer-assisted education. Thus, the present research was designed as a correlational study. The study participants included 241 senior pre-service teachers in different departments at Manisa Celal Bayar University, Faculty of Education during the 2019-2020 academic year the fall semester. The data were collected with the "Personal Cyber Security Provision Scale" and "The Attitude Toward Computer-Assisted Education Scale." Based on the study findings, pre-service teachers should improve their competency in cyber security. Furthermore, pre-service teachers who owned a personal computer had higher scores in maintaining personal cyber security and had better attitudes towards computer-assisted education. Besides, it was observed that there were differences between personal cyber security scores of pre-service teachers and their attitudes towards computer-assisted education based on their departments. Furthermore, it was identified that the personal cyber security achievement score was a significant predictor of the attitude towards computer-assisted education. In the final section of the study, various recommendations are presented for future studies and applications on the subject.

Evaluating Online Security Behavior: Development and Validation of a Personal Cybersecurity Awareness Scale for University Students

“…Our study builds upon Erol et al's establishment [32] of the "Personal Cyber Security Provision Scale" (PCSPS), aimed at gauging cybersecurity behaviors through a framework of five factors and 25 items. While this scale has found utility in a range of studies, such as those by references [9,28,[33][34][35][36][37][38], its applicability within the academic sphere is limited, partly due to the method of participant selection via social media, which yielded a sample diverse yet not specifically representative of university student populations. Moreover, the statistical validation measures employed for the PCSPS hover near the threshold of acceptability, further complicating the direct application of their findings to the higher education context.…”

Evaluation of Management of the Use of Information and Communication Technology

“…External Factors (Opportunities) owned include: The existence of Islamic colleges and universities using Islamic boarding schools in the district, the opportunity to become an excellent Madrasah using information and communication technology, the opportunity to graduate superior human resources using information and communication technology, the opportunity to become a National Madrasah Aliyah (Lewis et al, 2018;Muazza, 2021). External factors (Threats) that are owned include: the existence of madrasas or schools that first use Information and Communication Technology in the learning space, Potential entry of cyber crime (cyber crime), potential for hoax or incorrect information, potential for users to open something that is negative and useless (Haseski, 2020).…”

Implementation of Islamic Religious Education Learning and Character in the New Normal Era

“…Teachers must adjust the conditions when teaching students in the New Normal era (Haseski, 2020). Teachers must be creative in the learning process (Kaplan, 2019); (Mendoza, López, & Villamil, 2018).…”