Influences on ICT teachers knowledge and routines in a technical e-safety context

• Published in: Telematics and informatics 2017-12, Vol.34 (8), p.1488-1502
• Main Authors: Šimandl, Václav, Vaníček, Jiří
• Format: Article
• Language: English
• Subjects: Children; Communications technology; e-Safety; e-Safety behaviour; Grounded theory; Habits; ICT teacher; Information technology; Qualitative analysis; Routine; Routines; Safety; Safety management; Teacher attitudes; Teacher education; Teachers
• ISSN: 0736-5853; 1879-324X
• DOI: 10.1016/j.tele.2017.06.012

•Technical aspects of e-safety were studied.•A model of formation of ICT teachers’ e-safety knowledge and routines was created.•These routines result from decisions about barriers to and benefits of protection.•ICT teacher’s e-safety habits are strongly affected by previous negative experience.•Qualified ICT teachers mention e-safety rules much more than non-qualified teachers. The article presents the results of research on the knowledge and routines of ICT teachers in a technical e-safety context. Primary, lower secondary and high school teachers can have a significant impact on the e-safety of children and youngsters by raising their awareness of the risks associated with the use of technologies. Technical e-safety has roughly been acknowledged as an area where interpersonal relationships are not prioritised. A qualitative analysis of open-coded in-depth interviews with ICT teachers using the Grounded Theory method identified determinants that influence teachers’ knowledge and routines and a model of formation was developed. Firstly, there are external and internal influences. Another factor is teachers’ attitudes to e-safety rules that should support safe behaviour. Thirdly, teachers have barriers to protection in their minds and these could hinder their safe behaviour. Previous negative experiences have also been identified as another significant factor that affects a teacher’s e-safety habits. The developed theory describes causal and intervening relationships between the given categories. The developed theory will serve as a basis for proposing steps to improve ICT teachers’ knowledge of e-safety and ways teacher education might be adapted to achieve that.