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They Need More Than Technology-Equipped Schools: Teachers’ Practice of Fostering Students’ Digital Protective Skills

机译：他们需要的不仅仅是技术学校：教师培养学生数字保护技能的实践

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摘要

The intense use of digital media among children and adolescents raises concerns about online risks. In response, digital literacy frameworks for formal education usually include a set of protective skills. Considering that teachers have the responsibility to implement such frameworks, this study investigates factors associated with teachers’ practices of fostering students’ digital protective skills. Therefore, data from a survey conducted with 315 teachers in the state of Thuringia, Germany, was analyzed. The findings indicate positive associations between the importance teachers attribute to digital protective skills, the knowledge they have about guidelines for media education, their formal media training, and their media and technology use in class. Besides, the analysis revealed associations with school type, subject taught, and teacher age. Conversely, the factors of human and technological resources did not yield significant effects in the regression model. The final model explained 48% of the variance in the teachers’ practices of fostering protective skills.
机译：儿童和青少年中数字媒体的大量使用引发了人们对在线风险的担忧。作为回应，用于正规教育的数字素养框架通常包括一系列保护技能。考虑到教师有责任实施此类框架，本研究调查了与教师培养学生的数字保护技能的实践有关的因素。因此，分析了在德国图林根州对315名教师进行的调查得出的数据。研究结果表明，教师对数字保护技能的重视程度，他们对媒体教育指南的知识，他们的正规媒体培训以及他们在课堂上使用的媒体和技术之间存在正相关关系。此外，分析还显示出与学校类型，所教学科和教师年龄之间的关联。相反，人力和技术资源因素在回归模型中没有产生显着影响。最终模型解释了教师在保护技能方面的实践差异的48％。

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