Upper-Basic Schoolteachers’ Beliefs about Their Students’ Awareness of Digital Citizenship
Students’ awareness of digital citizenship (DC) is a growing topic in educational technology. Teachers’ beliefs regarding this awareness are a primary factor to influence this awareness. The current research aimed to verify the level of upper-basic schoolteachers’ beliefs about their students’ aware...
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| Veröffentlicht in: | Sustainability 2022-10, Vol.14 (19), p.12865 |
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| creator | Daher, Wajeeh Omar, Amal Swaity, Hadeel Allan, Bushra Dar Issa, Sarah Amer, Zahera Halabi, Aseel |
| description | Students’ awareness of digital citizenship (DC) is a growing topic in educational technology. Teachers’ beliefs regarding this awareness are a primary factor to influence this awareness. The current research aimed to verify the level of upper-basic schoolteachers’ beliefs about their students’ awareness of DC. It also intended to verify whether this level is significantly different due to teachers’ gender, discipline, academic qualification, and experience. The present research followed random sampling and the sample for the present research consisted of 153 teachers. The teachers were upper-basic schoolteachers that teach Arabic language, mathematics, and technology. The data were collected using a DC questionnaire, while the analysis was done using statistical exams, specifically one-sample t-test, independent-sample t-test, and ANOVA. The research results indicated that the mean score of schoolteachers’ beliefs about their students’ awareness of Cyberbullying, Digital Privacy, and Digital Netiquette was significantly higher than the good DC beliefs score, while the mean score of schoolteachers’ beliefs about their students’ awareness of Digital Identity and Digital Footprint was significantly higher than the normal DC beliefs score. In addition, the results indicated no significant differences in teachers’ beliefs about the awareness of DC’s components due to gender, academic qualification, or years of experience. Moreover, there are no significant differences in teachers’ beliefs about students’ DC’s awareness due to the discipline, except for Digital Privacy. |
| doi_str_mv | 10.3390/su141912865 |
| format | Article |
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Teachers’ beliefs regarding this awareness are a primary factor to influence this awareness. The current research aimed to verify the level of upper-basic schoolteachers’ beliefs about their students’ awareness of DC. It also intended to verify whether this level is significantly different due to teachers’ gender, discipline, academic qualification, and experience. The present research followed random sampling and the sample for the present research consisted of 153 teachers. The teachers were upper-basic schoolteachers that teach Arabic language, mathematics, and technology. The data were collected using a DC questionnaire, while the analysis was done using statistical exams, specifically one-sample t-test, independent-sample t-test, and ANOVA. The research results indicated that the mean score of schoolteachers’ beliefs about their students’ awareness of Cyberbullying, Digital Privacy, and Digital Netiquette was significantly higher than the good DC beliefs score, while the mean score of schoolteachers’ beliefs about their students’ awareness of Digital Identity and Digital Footprint was significantly higher than the normal DC beliefs score. In addition, the results indicated no significant differences in teachers’ beliefs about the awareness of DC’s components due to gender, academic qualification, or years of experience. Moreover, there are no significant differences in teachers’ beliefs about students’ DC’s awareness due to the discipline, except for Digital Privacy.</description><identifier>ISSN: 2071-1050</identifier><identifier>EISSN: 2071-1050</identifier><identifier>DOI: 10.3390/su141912865</identifier><language>eng</language><publisher>Basel: MDPI AG</publisher><subject>Behavior ; Beliefs, opinions and attitudes ; Bullying ; Citizenship ; Computer privacy ; Cyberbullying ; Digital citizenship ; Education ; Educational technology ; Elementary school students ; Gender ; Internet resources ; Learning ; Literature reviews ; Online education ; Privacy ; Random sampling ; Research methodology ; Social aspects ; Social networks ; Social research ; Statistical sampling ; Students ; Surveys ; Teachers ; Technology ; Variance analysis</subject><ispartof>Sustainability, 2022-10, Vol.14 (19), p.12865</ispartof><rights>COPYRIGHT 2022 MDPI AG</rights><rights>2022 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/). 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Omar, Amal ; Swaity, Hadeel ; Allan, Bushra ; Dar Issa, Sarah ; Amer, Zahera ; Halabi, Aseel</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c301t-ff71046ddf07273f99b16992cb13d903330518e9a6c1879b64edef2410b0acac3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2022</creationdate><topic>Behavior</topic><topic>Beliefs, opinions and attitudes</topic><topic>Bullying</topic><topic>Citizenship</topic><topic>Computer privacy</topic><topic>Cyberbullying</topic><topic>Digital citizenship</topic><topic>Education</topic><topic>Educational technology</topic><topic>Elementary school students</topic><topic>Gender</topic><topic>Internet resources</topic><topic>Learning</topic><topic>Literature reviews</topic><topic>Online education</topic><topic>Privacy</topic><topic>Random sampling</topic><topic>Research methodology</topic><topic>Social aspects</topic><topic>Social networks</topic><topic>Social research</topic><topic>Statistical sampling</topic><topic>Students</topic><topic>Surveys</topic><topic>Teachers</topic><topic>Technology</topic><topic>Variance analysis</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Daher, Wajeeh</creatorcontrib><creatorcontrib>Omar, Amal</creatorcontrib><creatorcontrib>Swaity, Hadeel</creatorcontrib><creatorcontrib>Allan, Bushra</creatorcontrib><creatorcontrib>Dar Issa, Sarah</creatorcontrib><creatorcontrib>Amer, Zahera</creatorcontrib><creatorcontrib>Halabi, Aseel</creatorcontrib><collection>CrossRef</collection><collection>Gale In Context: Science</collection><collection>University Readers</collection><collection>ProQuest Central (Alumni Edition)</collection><collection>ProQuest Central UK/Ireland</collection><collection>ProQuest Central Essentials</collection><collection>ProQuest Central</collection><collection>ProQuest One Community College</collection><collection>ProQuest Central Korea</collection><collection>Publicly Available Content Database</collection><collection>ProQuest One Academic Eastern Edition (DO NOT USE)</collection><collection>ProQuest One Academic</collection><collection>ProQuest One Academic UKI Edition</collection><collection>ProQuest Central China</collection><jtitle>Sustainability</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Daher, Wajeeh</au><au>Omar, Amal</au><au>Swaity, Hadeel</au><au>Allan, Bushra</au><au>Dar Issa, Sarah</au><au>Amer, Zahera</au><au>Halabi, Aseel</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Upper-Basic Schoolteachers’ Beliefs about Their Students’ Awareness of Digital Citizenship</atitle><jtitle>Sustainability</jtitle><date>2022-10-01</date><risdate>2022</risdate><volume>14</volume><issue>19</issue><spage>12865</spage><pages>12865-</pages><issn>2071-1050</issn><eissn>2071-1050</eissn><abstract>Students’ awareness of digital citizenship (DC) is a growing topic in educational technology. 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The research results indicated that the mean score of schoolteachers’ beliefs about their students’ awareness of Cyberbullying, Digital Privacy, and Digital Netiquette was significantly higher than the good DC beliefs score, while the mean score of schoolteachers’ beliefs about their students’ awareness of Digital Identity and Digital Footprint was significantly higher than the normal DC beliefs score. In addition, the results indicated no significant differences in teachers’ beliefs about the awareness of DC’s components due to gender, academic qualification, or years of experience. Moreover, there are no significant differences in teachers’ beliefs about students’ DC’s awareness due to the discipline, except for Digital Privacy.</abstract><cop>Basel</cop><pub>MDPI AG</pub><doi>10.3390/su141912865</doi><orcidid>https://orcid.org/0000-0002-8207-0250</orcidid><orcidid>https://orcid.org/0009-0000-6569-964X</orcidid><oa>free_for_read</oa></addata></record> |
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| subjects | Behavior Beliefs, opinions and attitudes Bullying Citizenship Computer privacy Cyberbullying Digital citizenship Education Educational technology Elementary school students Gender Internet resources Learning Literature reviews Online education Privacy Random sampling Research methodology Social aspects Social networks Social research Statistical sampling Students Surveys Teachers Technology Variance analysis |
| title | Upper-Basic Schoolteachers’ Beliefs about Their Students’ Awareness of Digital Citizenship |
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