@misc{10481/74050,
year = {2022},
month = {3},
url = {http://hdl.handle.net/10481/74050},
abstract = {The goal of this review is to analyse the state of inquiry in the field of digital competence
in security in initial teacher education, via indicators to assess preservice
teachers’ digital competence in security, in order to help find opportunities to
improve their competence level. Following the parameters defined in the PRISMA
declaration, the review uses a bibliographic research methodology to explore the
WoS, Scopus and ERIC databases. After a search identifying a sample of 31 scholarly
articles published between 2010 and 2021, we analyse the information obtained
using descriptive statistics and content analysis. The results show a predominance of
empirical research in the European context. These studies are quantitative and tend
to use questionnaires. Our conclusion proposes the need to train preservice teachers
in data protection and privacy, searching for and using Internet images with authorship
screening, use of open software programs, and respect for online communication
norms, as well as ethical and responsible technology use. All of these issues are
implicitly and transversally linked to the area of digital competence in security.},
organization = {Spanish Government},
publisher = {Springer},
keywords = {Digital competence},
keywords = {Internet security},
keywords = {Safety education},
keywords = {Preservice teachers},
keywords = {Teacher education},
keywords = {Higher education},
title = {Indicators to assess preservice teachers’ digital competence in security: A systematic review},
doi = {10.1007/s10639-022-10978-w},
author = {Torres Hernández, Norma and Gallego Arrufat, María Jesús},
}