Preservice Teacher Concerns about Teaching Cyberethics, Cybersafety, and Cybersecurity: A Focus Group Study

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Pusey, P. & Sadera, W. (2012). Preservice Teacher Concerns about Teaching Cyberethics, Cybersafety, and Cybersecurity: A Focus Group Study. In P. Resta (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference 2012 (pp. 3415-3419). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/40117.

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Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2012
Austin, Texas, USA
March 5, 2012
ISBN 1-880094-92-4
  Paul Resta
AACE

More Information on SITE
Table of Contents

Authors

Portia Pusey, William Sadera, Towson University, United States

Abstract

In teacher education programs, preservice teachers learn about strategies to appropriately integrate computer related and Internet capable technologies into instructional settings to improve student learning. However, once in the classroom issues of cyberethics, cybersafety, and cybersecurity (C3) are sure to confront these novice teachers. This study investigated the concerns preservice teachers have about integrating C3 topics into their teaching. An online focus group study was conducted with 196 preservice teachers who were asked about the concerns they would have if they were asked model or teach C3 topics. The results indicated that the respondents had concerns about their preparedness to model or teach C3 topics and the reaction of administrators and parents should they teach the emotionally charged content.

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