Umeå universitets logga

umu.sePublikationer
Ändra sökning
RefereraExporteraLänk till posten
Permanent länk

Direktlänk
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annat format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annat språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf
Online Surveillance and Education for Digital Competence
Umeå universitet, Humanistiska fakulteten, Institutionen för idé- och samhällsstudier.ORCID-id: 0000-0001-6310-151x
Umeå universitet, Humanistiska fakulteten, Institutionen för idé- och samhällsstudier.ORCID-id: 0000-0003-4637-6903
2021 (Engelska)Ingår i: Education Abstracts: 23rd Annual International Conference / [ed] Gregory T. Papanikos, Aten: Athens Institute for Education and Research , 2021, s. 57-58Konferensbidrag, Muntlig presentation med publicerat abstract (Refereegranskat)
Abstract [en]

Digital competence has become increasingly important in modern societies. The possession of such competence is consequential to the ability to participate on equal terms as a citizen in a contemporary democracy. Hence, it is nowadays stressed as an important learning objective, more or less globally. For example, it is one of the eight key competences for lifelong learning identified by The European Parliament and The Council of the European Union (“Recommendation of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning”, OJ L 394, 20.12.2006, 10-18). 

Navigating in a digital world requires competences such as the ability to find relevant information through search engines and databases, but also to practice criticism of the sources. These competences receive increasing attention in schools. However, digitalization comes with downsides, one of them, arguably, being the facilitation of intrusive online surveillance. When we are online, we leave traces that provide useful information to companies and organizations, who can harvest our data for different purposes.

While knowledge of this fact has become more widespread, it does not seem to get the attention that it arguably deserves in schools and teacher education. In Swedish teacher education, where we operate, privacy issues in relation to online activities have not found a pronounced place in the curriculum. Having knowledge or these issues is important to be able to make deliberate choices regarding one’s online activities – what information do I want to share, and with whom? For instance, is it worth giving away some of my personal information to get access to a certain social media platform?

To be able to answer such questions autonomously and critically in a way that also influences one’s behavior, it is furthermore important to understand how people generally behave in relation to privacy and sharing information online. Quite extensive research has shown that people tend to behave in ways that do not mirror their own privacy concerns. While they report strong concern for their privacy, they behave online as if their privacy were not very important to them at all. This has become known as the “privacy paradox” (for an overview, see N. Gerber, P. Gerber & M. Volkamer, “Explaining the privacy paradox: A systematic review of literature investigating privacy attitude and behavior”, Computers & Security 77, 2018, 226-261).

Within the framework of the research project “iAccept: Soft surveillance – between acceptance and resistance”, in which one of us participates, a questionnaire survey was conducted with 560 current and former Swedish student teachers, about their attitudes to privacy and surveillance and their online behavior. At large, their responses are in line with the privacy paradox. Partly based on this survey, we point to the importance of raising awareness of privacy issues in teacher education and schools. We argue that – like other aspects of digital competence – this aspect is also crucial to being a conscious citizen in a democratic society. Thus, it should constitute a natural part of education for digital competence.

Ort, förlag, år, upplaga, sidor
Aten: Athens Institute for Education and Research , 2021. s. 57-58
Serie
Education Abstracts
Nyckelord [en]
education for digital competence, digital competence, education for digital literacy, digital literacy, digitalization, online surveillance, soft surveillance, surveillance, surveillance culture, privacy
Nationell ämneskategori
Utbildningsvetenskap Filosofi, etik och religion Övrig annan humaniora Övrig annan samhällsvetenskap
Forskningsämne
digital humaniora; praktisk filosofi
Identifikatorer
URN: urn:nbn:se:umu:diva-183338ISBN: 978-960-598-402-1 (digital)OAI: oai:DiVA.org:umu-183338DiVA, id: diva2:1556577
Konferens
23rd Annual International Conference on Education, Athens, Greece, May 17-20, 2021
Projekt
iAccept: Soft surveillance – between acceptance and resistanceTillgänglig från: 2021-05-23 Skapad: 2021-05-23 Senast uppdaterad: 2021-05-25Bibliografiskt granskad

Open Access i DiVA

Fulltext saknas i DiVA

Övriga länkar

URLPDF

Person

Samuelsson, LarsLindström, Niclas

Sök vidare i DiVA

Av författaren/redaktören
Samuelsson, LarsLindström, Niclas
Av organisationen
Institutionen för idé- och samhällsstudier
UtbildningsvetenskapFilosofi, etik och religionÖvrig annan humanioraÖvrig annan samhällsvetenskap

Sök vidare utanför DiVA

GoogleGoogle Scholar

isbn
urn-nbn

Altmetricpoäng

isbn
urn-nbn
Totalt: 349 träffar
RefereraExporteraLänk till posten
Permanent länk

Direktlänk
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annat format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annat språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf