ABSTRACT

With the ubiquity of digital media, managing personal data has become part of our daily lives. Teachers have to manage not only their own data, they also manage students’ sensitive data and furthermore have to teach data protection to students. In Switzerland, teacher education colleges have hence started to educate students about privacy and data protection. To do this effectively, it is important to understand pre-service teachers’ attitudes about online privacy and to assess their knowledge about protection strategies. Therefore, we tested whether existing scales for attitudes (perceived severity, perceived vulnerability, self-efficacy) about online privacy in social networks can be applied to pre-service teachers and be extended to e-mail and cloud storage. We then explored how these attitudes relate to protection strategies. Except for perceived vulnerability regarding social networks, we succeeded in reliably measuring the three different attitudes in the three domains. Priming did not change the attitudes. However, we did find that self-efficacy was related to the degree to which students report using data protection strategies. This suggests that to motivate pre-service teachers to engage in data protection, teaching them these strategies is more effective than making them more aware of their vulnerability and the severity of data breaches.

摘要

随着数字媒体的普及，管理个人数据已成为我们日常生活的一部分。教师不仅要管理自己的数据，还要管理学生的敏感数据，还必须向学生传授数据保护知识。在瑞士，师范学院因此开始对学生进行隐私和数据保护方面的教育。为了有效地做到这一点，了解职前教师对在线隐私的态度并评估他们对保护策略的了解非常重要。因此，我们测试了社交网络中关于在线隐私的现有态度量表（感知严重性、感知脆弱性、自我效能）是否可以应用于职前教师，并扩展到电子邮件和云存储。然后我们探讨了这些态度与保护策略的关系。除了社交网络方面的感知脆弱性之外，我们成功地可靠地衡量了这三个领域的三种不同态度。启动并没有改变态度。然而，我们确实发现自我效能与学生报告使用数据保护策略的程度有关。这表明，为了激励职前教师参与数据保护，向他们传授这些策略比让他们更加了解自己的脆弱性和数据泄露的严重性更有效。