Cyberethics, Cybersafety, and Cybersecurity

Pusey, Portia; Sadera, William

doi:10.1080/21532974.2011.10784684

Cited by 62 publications

(25 citation statements)

References 9 publications

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“…E-safety, a person's skill to effectively respond to the challenges and opportunities offered by the internet [2], is an important skill that needs to be taught to children from a young age in formal schooling. Cyberethics, cybersafety, and cybersecurity, also known as C3, are three overlapping domains of knowledge [3] that can be seen as components of e-safety. According to Pusey and Sadera (2011), cyberethics are the moral choices individuals make when using the internet and digital media.…”

Section: Introductionmentioning

confidence: 99%

“…Cyberethics, cybersafety, and cybersecurity, also known as C3, are three overlapping domains of knowledge [3] that can be seen as components of e-safety. According to Pusey and Sadera (2011), cyberethics are the moral choices individuals make when using the internet and digital media. Cyberethics issues include the protection of copyright, online etiquette, hacking, and online addiction.…”

Section: Introductionmentioning

confidence: 99%

“…The last one of the three Cs, cybersecurity, involves the technical interventions that protect data, identity information, and hardware from unauthorized access or harm. Cybersecurity includes antivirus software, filters to avoid specific internet content, firewalls, and password protection [3]. E-safety is an area of interest for both academics and social policymakers [4].…”

Section: Introductionmentioning

confidence: 99%

“…Three major risks children face online are associated with (a) personal data, (b) cyberbullying, and (c) malware. These three risks fall under the three overlapping domains of knowledge, cyberethics, cybersafety, and cybersecurity [3] that can be seen as components of e-safety. With respect to the first major risk, the vulnerability of personal data, young children often lack knowledge on privacy issues, which results in posting a large volume of personal data online [6].…”

Section: Introductionmentioning

confidence: 99%

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Improving Children’s E-Safety Skills through an Interactive Learning Environment: A Quasi-Experimental Study

Nicolaidou

Venizelou²

2020

MTI

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There is a worldwide concern for young children’s online safety and a growing necessity for e-safety skills to be taught to children from a young age as part of formal schooling. The purpose of this study was to design and evaluate the effectiveness and motivational capacity of an interactive web-based learning environment for improving children’s e-safety skills. A quasi-experimental pre-test post-test control group design was used with an experimental group of 48 sixth-grade primary school students, who used the web-based learning environment over two 80-min lessons, and a control group of 25 students who did not. Findings revealed a statistically significant difference (t(47) = −14.06, p < 0.01) in the experimental group students’ e-safety performance, when students’ pre-test scores (mean (Μ) = 41.13, SD = 10.47) were compared to their post-test scores (Μ = 56.69, SD = 9.38). The analysis of an attitudes questionnaire and of student interviews documented the experimental group students’ positive attitudes toward the learning environment. Findings provide evidence of the effectiveness and motivational capacity of the web-based learning environment, which can be used in either formal education or informal learning settings, for improving children’s e-safety skills.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Improving Children’s E-Safety Skills through an Interactive Learning Environment: A Quasi-Experimental Study

Nicolaidou

Venizelou²

2020

MTI

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“…Specifically, according to the DigCompEdu framework developed by the European Commission [5], this area covers competences related to the protection of devices and digital content, protection of personal data and privacy in digital environments, understanding risks and threats in digital environments, appropriate use and sharing of personal data, prevention against health risks and threats to physical and psychological well-being while using digital technologies, and understanding of the environmental impact of digital technologies and their use. Different studies carried out over the last few years have highlighted the general lack of teacher training in the e-safety area of teacher digital competence [13,16,19,[23][24][25][26] and, in particular, the lack of training on digital identity, privacy, and protection and use of personal data [13,19,26]. The Spanish Data Protection Agency, aware of the doubts of school administrations and teaching staff on how to proceed when faced with certain situations involving personal data, developed a guide for schools, which was published in 2018 [27].…”

Section: Introductionmentioning

confidence: 99%

Development of Teacher Digital Competence in the Area of E-Safety through Educational Video Games

et al. 2021

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There is a clear need to promote motivating and effective training actions for the development of teachers’ digital competence, especially in the area of e-safety. Although educational video game-based learning has proven effective to improve motivation and learning outcomes, the existing evidence about its effectiveness for the development of teachers’ digital competence is very limited. This study examines the use of educational video games in an online course in MOOC format with the aim of developing teachers’ digital competence in the e-safety area. A total of 179 teachers from nonuniversity schools in the region of Castilla y León (Spain) participated in this study. A pre‑test and a post-test were used to measure the knowledge acquired by the participants, and a questionnaire was used to measure their perceptions. The obtained results suggest that game-based learning using educational video games is an effective and viable approach to train teachers in the e-safety area of digital competence.

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Towards an Heuristic Approach to Cybersecurity and Online Safety Pedagogy

Marsden

2020

IFIP Advances in Information and Communication Technology

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Using a realist review approach from a qualitative and pragmatic perspective, the ultimate aim here is to develop a Cybersecurity and Online Safety (CSOS) pedagogical approach for Initial Teacher Training. The approach here is needs based whilst societally situated. It is primarily intended for the preparation of initial teacher trainees. However, this emerging approach could also be of interest to those developing CSOS educational programmes. The aim here is not to outline specific instruction for a particular online harm. Neither is it to provide further security instruction, for example, on how to manage passwords. The aim is to propose a theoretical approach to CSOS contexts, mechanisms and outcomes. From this the future aim is to curate a set of appropriate tools, or heuristics, that can be taught and utilised by lay people or experts to address established or new CSOS issues. The work considers the current education landscape and the CSOS issues. Using Friere's pedagogical approach, the emergent themes are situated to the needs of the individual and society. The resulting theoretical approach should facilitate initial CSOS dialogues between educators and learners. These initial findings are surprising when situated alongside known pedagogies and theories.

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Cyberethics, Cybersafety, and Cybersecurity

Cited by 62 publications

References 9 publications

Improving Children’s E-Safety Skills through an Interactive Learning Environment: A Quasi-Experimental Study

Improving Children’s E-Safety Skills through an Interactive Learning Environment: A Quasi-Experimental Study

Development of Teacher Digital Competence in the Area of E-Safety through Educational Video Games

Towards an Heuristic Approach to Cybersecurity and Online Safety Pedagogy

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