National C3 Baseline Study: State of Cyberethics, Safety and Security Awareness in US Schools

Transcription

1 National C3 Baseline Study: State of Cyberethics, Safety and Security Awareness in US Schools Funded by the National Cyber Security Alliance Contact: Davina Pruitt-Mentle, PhD Educational Technology Policy, Research and Outreach

2 CONTENTS > Background and Research Objectives > Methodology > Sample Composition > Executive Summary Highlights > Detailed Findings Highlights > Appendix > Respondent Profiles 2

3 BACKGROUND NATIONAL CYBER ETHICS, CYBER SAFETY AND CYBER SECURITY EDUCATION RESEARCH PROJECT 3 > ETPRO is committed to youth and education and, through its National C3 Education Research Project, wants to empower citizens to make smart choices in the use of digital media. Improving citizen knowledge and awareness of Cyberethics, Cybersafety, and Cybersecurity (C3) concepts will provide them with the means to fully participate as informed, responsible, ethical and productive citizens---- enhancing the safety and security of our national infrastructure. > Current Research Projects > National C3 Education Study: Longitudinal Data > Review of Research: The Status of Cyberawareness in US Schools > Research Priorities in Cyberethics, Cybersafety and Cybersecurity: A Delphi Study > Effects of C3 Curriculum Integration on Attitudes of Teachers and Students > Students Perceptions of Internet Safety Modules > School-Based Staff Development for Teaching Cyberethics, Safety and Security Curriculum > Gender Differences in Student Attitudes Toward Internet Safety Curriculum

4 BACKGROUND NATIONAL CYBER ETHICS, CYBER SAFETY AND CYBER SECURITY EDUCATION RESEARCH PROJECT > C3 Framework: Cyberethics, Cybersafety and Cybersecurity > C3 Matrix Pruitt-Mentle, D. (2000). The C3 framework: Cyberethics, cybersafety and cybersecurity implications for the educational setting. MICCA, Baltimore, MD 4

5 RESEARCH OBJECTIVES National C3 Baseline Study: State of Cyberethics, Safety and Security Awareness in US Schools > 2005 Maryland Baseline Pilot Study > 2008 NCSA funded > The purpose of the survey was to explore the nature of Cyberethics, Cybersafety and Cybersecurity (C3) educational awareness policies, initiatives, curriculum and practices currently taking place in the U.S. public and private K-12 educational settings, and to establish base data for C3 awareness program design and provide the foundation for future studies either expanding particular subject areas or examining progress. 5

6 RESEARCH QUESTIONS National C3 Baseline Study: State of Cyberethics, Safety and Security Awareness in US Schools > What is the nature and extent of C3 learning in U.S. K- 12 schools? > Who are the major providers of C3 content in U.S. K-12 schools? > What is the perceived importance of C3 content for U.S. K-12 school programs? > What content is being delivered to educators, and how is it being taught? > What, if any, are the issues and barriers that impede the delivery of C3 content in U.S. K-12 school programs? 6

7 CONTENTS > Background and Research Objectives > Methodology > Sample Composition > Executive Summary Highlights > Detailed Findings Highlights > Teen Online Behavior > Teen Perceptions of Internet Safety > Families Talking to Teens about Internet Safety > Appendix > Respondent Profiles 7

8 METHODOLOGY 8 Sample Composition & Structure >1569 public and private U.S. K-12 educators >94 technology coordinators. >Descriptive analysis -Web-based survey >designed specifically for the study >organized around the C3 framework >questions emanating from the literature review and MD pilot >Input was added from educational organizations, internet safety curriculum providers, security specialists, and C3 experts. >2 versions >classroom educators >LEA technology coordinators. >Recruitment >State Educational Technology Directors Association (SETDA), and state, regional and local educational organizations, special interest groups, and educational media groups. >All data rendered anonymous >No data in this survey were out of range values. >Missing data were investigated to determine cause and coded as either not applicable to the respondent (structural), or applicable but no reply (non-response missing). >Used completed surveys or surveys with only structural missing data. >Data were input into the SPSS 16.0 statistical package for analysis.

9 METHODOLOGY Sample Composition & Structure >Open-ended survey question allowing them to enter their own words in a text box. >Group and individual interviews. >219 educators, local education agencies technology director/coordinators, and state technology directors and/or their representatives participated in these focus groups. >Focus groups and interviews lasted between one hour and one hour and 20 minutes. 9

10 METHODOLOGY Sample Composition & Structure 10

11 METHODOLOGY Sample Composition & Structure 11

12 METHODOLOGY Sample Composition & Structure 12

13 METHODOLOGY Sample Composition & Structure 13

14 METHODOLOGY Sample Composition & Structure 14

15 CONTENTS > Background and Research Objectives > Methodology > Sample Composition > Executive Summary Highlights > Detailed Findings Highlights > Appendix > Respondent Profiles 15

16 National C3 Baseline Study > Over half of educators responses revealed they do not know how their school informs students about protecting against, identifying, and responding to cyber-crime (e.g. identity theft, predators, cyberbullying, etc). > Almost 60% of educators surveyed indicated they do not know how their school informs students how to identify signs that documents and s may contain viruses. > Policies focus on restrictions. Curriculum may include technology skills but only has limited content on C3 topics. 16

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24 National C3 Baseline Study Although not a part of your curriculum, if necessary or if the issues arise, how well prepared are you to talk about the below items. Rate each item on a scale of 1 to 5 with 1= Not at all prepared (I m not sure what to tell students. I would feel uncomfortable sharing guidance in this area) and 5 = very well pre-pared (I would feel comfortable sharing guidance in this area). 24

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27 National C3 Baseline Study What C3 topics have come up with students, and what did teachers share? 27

28 National C3 Baseline Study What C3 topics have come up with students, and what did teachers share? 28

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30 National C3 Baseline Study What C3 topics have come up with students, and what did teachers share? 30

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32 C3 Knowledge Comfort Although perhaps not a part of your classroom curriculum or responsibility, if necessary or if the issues arise, how well prepared are you to talk about and give guidance to the topics listed below. Rate each item on a scale of 1 to 4 with 1= Not at all prepared (I m not sure what to tell students. I would feel uncomfortable sharing guidance in this area) and 4 = very well prepared (I would feel comfortable sharing guidance in this area) N = N = 1557 Cyberethics Cybersafety Cybersecurity N =

33 C3 Knowledge Comfort N = N = N = 2107 Cyberethics Cybersafety Cybersecurity US AU Sing HK STDEV VAR Cyberethics Cybersafety Cybersecurity Combined

34 CONTENTS > Background and Research Objectives > Methodology > Sample Composition > Executive Summary > Detailed Findings 34