Indicators to Assess Preservice Teachers' Digital Competence in Security: A Systematic Review

Autor/inn/en	Torres-Hernández, Norma; Gallego-Arrufat, María-Jesús
Titel	Indicators to Assess Preservice Teachers' Digital Competence in Security: A Systematic Review
Quelle	In: Education and Information Technologies, 27 (2022) 6, S.8583-8602 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Torres-Hernández, Norma)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-022-10978-w
Schlagwörter	Educational Indicators; Preservice Teachers; Student Experience; Technological Literacy; Information Security; Literature Reviews; Preservice Teacher Education + Suchen Sie Ihr Suchwort? Educational indicato; Bildungsindikator; Studienerfahrung; Technisches Wissen; Lehramtsstudiengang; Lehrerausbildung
Abstract	The goal of this review is to analyse the state of inquiry in the field of digital competence in security in initial teacher education, via indicators to assess preservice teachers' digital competence in security, in order to help find opportunities to improve their competence level. Following the parameters defined in the PRISMA declaration, the review uses a bibliographic research methodology to explore the WoS, Scopus and ERIC databases. After a search identifying a sample of 31 scholarly articles published between 2010 and 2021, we analyse the information obtained using descriptive statistics and content analysis. The results show a predominance of empirical research in the European context. These studies are quantitative and tend to use questionnaires. Our conclusion proposes the need to train preservice teachers in data protection and privacy, searching for and using Internet images with authorship screening, use of open software programs, and respect for online communication norms, as well as ethical and responsible technology use. All of these issues are implicitly and transversally linked to the area of digital competence in security. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01