Perfil competencial del profesorado andaluz en seguridad digitalEvaluación de la protección de datos y privacidad de acuerdo con el marco de competencias digitales para la ciudadanía (DigComp2.2)

  1. Rafael Villén Contreras 1
  2. Miriam Agreda Montoro 1
  3. Javier Rodríguez Moreno 1
  1. 1 Universidad de Jaén
    info

    Universidad de Jaén

    Jaén, España

    ROR https://ror.org/0122p5f64

Journal:
Pixel-Bit: Revista de medios y educación

ISSN: 1133-8482

Year of publication: 2024

Issue: 70

Pages: 123-142

Type: Article

DOI: 10.12795/PIXELBIT.104153 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Pixel-Bit: Revista de medios y educación

Abstract

The integration of electronically connected devices poses challenges and risks in terms of digital security. This article presents the findings of a study focused on assessing the digital competence of educators regarding the safeguarding of personal data,in accordance with the European framework DigComp 2.2. A total of 497 teachers from the Andalusian educational system participated in the study, responding to a questionnaire validated by experts on Digital Security Competence. This instrument, with a comprehensive approach and divided into four dimensions, specifically centers on the "Protection of Personal Data" dimension, encompassing 15 items. This approach enables us to understand the competency level of teachers during their performance. Significant disparities are observed in personal data protection associated with age, teaching experience, and training hours, suggesting that those who are older, have more experience, and possess higher levels of training achieve higher scores. In summary, Andalusian teachers participating in this study demonstrate a positive attitude toward security in protecting their personal data, although they exhibit deficiencies in the secure and responsible handling of their personal data during internet navigation.

Bibliographic References

  • Almerich Cerveró, G., Suárez Rodríguez, J. M., Jornet Meliá, J. M., & Orellana Alonso, M. N. (2011). Las competencias y el uso de las Tecnologías de Información y Comunicación (TIC) por el profesorado: Estructura dimensional. Revista electrónica de investigación educativa, 13(1), 28-42.
  • Antonopoulou, H., Halkiopoulos, C., Barlou, O., & Beligiannis, G. N. (2020). Leadership types and digital leadership in higher education: Behavioural data analysis from University of Patras in Greece. International Journal of Learning, Teaching and Educational Research, 19(4), 110-129.
  • Barroso, J. L. G., & Feijóo, C. (2020). Un análisis del comportamiento de la sociedad española con respecto a la protección de la privacidad en internet. RES. Revista Española de Sociología, 29(2), 213-232.
  • Estrada, F. J. R., George-Reyes, C. E., & Glasserman-Morales, L. D. (2022). Security as an emerging dimension of Digital Literacy for education: a systematic literature review. Journal of e-Learning and Knowledge Society, 18(2), 22-33.
  • Ferrari, A., & Punie, Y. (2013). DIGCOMP: A framework for developing and understanding digital competence in Europe. In: Publications Office of the European Union Luxembourg.
  • Fuentes, A., López, J., & Pozo, S. (2019). Análisis de la competencia digital docente: Factor clave en el desempeño de pedagogías activas con Realidad Aumentada. REICE. Revista Iberoamericana sobre Calidad, eficacia y cambio en educación, 17(2), 27-40.
  • Gallego-Arrufat, M.-J., Torres-Hernández, N., & Pessoa, T. (2019). Competencia de futuros docentes en el área de seguridad digital. Comunicar, 27(61), 57-67.
  • González, M. C., Martín, S. C., Sanches-Ferreira, M., & DIOGO, F. L. T. (2017). Do gender and age affect the level of digital competence? A study with university students. Fonseca, 15, 109.
  • Hernández-Martín, A., Martín-del-Pozo, M., & Iglesias-Rodríguez, A. (2021). Pre-adolescents’ digital competences in the area of safety. Does frequency of social media use mean safer and more knowledgeable digital usage? Education and Information Technologies, 26(1), 1043-1067.
  • Hodges, C. B., Moore, S., Lockee, B. B., Trust, T., & Bond, M. A. (2020). The difference between emergency remote teaching and online learning.
  • Jarke, J., & Breiter, A. (2019). The datafication of education. Learning, Media and Technology, 44(1), 1-6.
  • Jin, G., Tu, M., Kim, T.-H., Heffron, J., & White, J. (2018). Evaluation of game-based learning in cybersecurity education for high school students. Journal of Education and Learning (EduLearn), 12(1), 150-158.
  • Krutka, D. G., Manca, S., Galvin, S. M., Greenhow, C., Koehler, M. J., & Askari, E. (2019). Teaching “against” social media: Confronting problems of profit in the curriculum. Teachers College Record, 121(14), 1-42.
  • Marín, V. I., Carpenter, J. P., Tur, G., & Williamson-Leadley, S. (2022). Social media and data privacy in education: an international comparative study of perceptions among pre-service teachers. Journal of Computers in Education, 1-27.
  • Martínez-Garcés, J., & Garcés-Fuenmayor, J. (2020). Competencias digitales docentes y el reto de la educación virtual derivado de la covid-19: Digital teaching competences and the challenge of virtual education arising from COVID-19. Educación y humanismo, 22(39), 1-16.
  • Meier, Y., Schäwel, J., & Krämer, N. C. (2021). Between protection and disclosure: applying the privacy calculus to investigate the intended use of privacy-protecting tools and self-disclosure on different websites. SCM Studies in Communication and Media, 10(3), 283-306.
  • Mendivil, J., Sanz, B. & Gutierrez, M. (2022). Formación y concienciación en ciberseguridad basada en competencias: una revisión sistemática de la literatura. Pixel-Bit. Revista de Medios y Educación, 63, 197-225. https://doi.org/10.12795/pixelbit.91640
  • Moreno-Guerrero, A. J., Fernández Mora, M. A., & Alonso García, S. (2019). Influencia del género en la competencia digital docente. Revista Espacios, 40(41).
  • Muammar, S., Hashim, K. F. B., & Panthakkan, A. (2023). Evaluation of digital competence level among educators in UAE Higher Education Institutions using Digital Competence of Educators (DigComEdu) framework. Education and information technologies, 28(3), 2485-2508.
  • Mutimukwe, C., Kolkowska, E., & Grönlund, Å. (2020). Information privacy in e-service: Effect of organizational privacy assurances on individual privacy concerns, perceptions, trust and self-disclosure behavior. Government Information Quarterly, 37(1), 101413.
  • Quan‐Haase, A., & Ho, D. (2020). Online privacy concerns and privacy protection strategies among older adults in East York, Canada. Journal of the Association for Information Science and Technology, 71(9), 1089-1102.
  • Riina, V., Stefano, K., & Yves, P. (2022). DigComp 2.2: The Digital Competence Framework for Citizens-With new examples of knowledge, skills and attitudes.
  • Sánchez, S. P., Belmonte, J. L., Cruz, M. F., & Antonio, J. (2020). Análisis correlacional de los factores incidentes en el nivel de competencia digital del profesorado. Revista Electrónica Interuniversitaria de Formación del Profesorado, 23(1).
  • Sonck, N., Livingstone, S., Kuiper, E., & de Haan, J. (2011). Digital literacy and safety skills.
  • Tigelaar, D. E., Dolmans, D. H., Wolfhagen, I. H., & Van Der Vleuten, C. P. (2004). The development and validation of a framework for teaching competencies in higher education. Higher education, 48, 253-268.
  • Torres-Hernández, N., & Gallego-Arrufat, M.-J. (2022). Indicators to assess preservice teachers’ digital competence in security: A systematic review. Education and Information Technologies, 27(6), 8583-8602.
  • Vartiainen, H., Pellas, L., Kahila, J., Valtonen, T., & Tedre, M. (2022). Pre-service teachers’ insights on data agency. new media & society, 14614448221079626.
  • Williamson, B., Bayne, S., & Shay, S. (2020). The datafication of teaching in Higher Education: critical issues and perspectives. In (Vol. 25, pp. 351-365): Taylor & Francis.
  • Vuorikari Rina, R., Kluzer, S., & Punie, Y. (2022). DigComp 2.2: The Digital Competence Framework for Citizens-With new examples of knowledge, skills and attitudes. Joint Research Centre (Seville site).
Data source: Dialnet