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

Priscila Berger and Jens Wolling
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Priscila Berger: Department Empirical Media Research and Political Communication, Technische Universität Ilmenau, Germany
Jens Wolling: Department Empirical Media Research and Political Communication, Technische Universität Ilmenau, Germany

Media and Communication, 2019, vol. 7, issue 2, 137-147

Abstract: 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.

Keywords: digital literacy; digital skills; media education; online risk; protection of the private sphere; protective skills; teaching (search for similar items in EconPapers)
Date: 2019
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Persistent link: https://EconPapers.repec.org/RePEc:cog:meanco:v7:y:2019:i:2:p:137-147

DOI: 10.17645/mac.v7i2.1902

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