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Measuring the digital footprint: Common practice and teacher awareness by the example of the Austrian school system
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By combining the concepts of privacy, big data, and digital footprints related to the field of education, the current thesis demonstrated that decisions about the use of particular software tools have a societal relevance. Decisions must not only be based on juridical or economical criteria but must also include additional aspects, such as individual, cultural, and moral perceptions in regard of privacy.
This work is unique in developing a method for the evaluation of digital footprints. Based on the state of art of research and the findings from this study, a model was developed and proposed that operationalizes how particular digital tools and services can be evaluated in regard of their contribution to the digital footprints of an individual. By virtue of the ease in using the model, called "Digital Footprint Estimation Model," individuals can better reflect upon the effects of digital tools. The model can further assist decision makers, like educational authorities or teachers, to choose between alternative products and can serve as suggestion for further development of acceptable applications. For this purpose, the results of this research have been embodied in a practical application.
Through a sequential explanatory mixed methods study, the privacy attitude, perceived usefulness of digital tools, digital footprint awareness, digital footprint experience and digital footprint practice of Austrian teachers in regard of demographic variables and the use of particular software tools were investigated. Unlike previous studies, this study also scrutinized the relationships among the variables of the digital footprint, so this study made a significant contribution to the concept of the digital footprint.
The study represents a valuable contribution to practice, as it derives recommendations for action for the Austrian school system based on the qualitative and quantitative results.
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Three issues relating to OER are focused on in this book: policy, costs and transformation.
While the chapters are sequenced alphabetically as per the country of the case discussed, they focus on a specific thematic issue, ensuring that the distinctiveness of different OER implementations comes to the fore, while resting within the confines of a set analytical framework. Each chapter is based on a relatively consistent structure that helps readers compare and assess the information as it is presented. Educational reform occurs in particular contexts, with unique characteristics and limitations, and the contributions serve to explore how these contexts influence OER in the different thematic domains. The three recurrent themes that constitute the body of the publication provide examples of positive OER change, and they do not ignore failure or mince words about limitations. These case studies, within the thematic sections, provide an objective accounting of how particular OER efforts are proceeding. These provide a balanced perspective representing OER research and practice. The case studies highlight initiatives in both developed and developing country contexts.
Incumbents face nowadays one of their great data governance challenges, regarding the balancing of Big Data´s utilization and the imperative of uplifting the consumer´s sentiment. In the context of the European Union (EU), the prior is especially applicable as a growing opposition against the allegedly hazardous commercial exploitation of digital footprints is ascribed to distort information bundles to the consumer and gradually bias their individual capacity to take informed free choices, configuring a phenomenon of concealed “data autocracy”. Yet, this occurs despite the introduction on May-18 of the General Data Protection Regulation (GDPR).
Hence, we have conducted a multi-methods enquire with foci on the Danish market covering the footprint´s awareness and undertaking´s rationale targeting equidistantly the data-owners and data-brokers. This was fashioned with a descriptive-exploratory research purpose to enlighten both the sentiment (perceptions) and the behaviour (actions) and determine the extent of (un)willingness surrounding the dataveillance over personal lives (and firm´s quotidian) and their coherence with regard to self-protection. A dyad of triangulation procedures were applied then for validation purposes and extending our findings.
The results of the empirical testing confirmed the most marked disruption of Big Data at individual-level as to the range of benefits and drawbacks. A gap (perception versus action) acknowledged on the two parties uncovered a (paradoxical) laissez-faire of data-owners and institutional isomorphism of data-brokers, and the need for capability building and for the government authorities´ intervention, re-conceptualizing scope and boundaries of collection securitization for building a far more efficient model against citizen´s rights usurpation.
JEL: M15; M31; M38.
This paper aims to discuss the Technological Pedagogical Content Knowledge (TPACK) development by mathematics teachers (preservice and inservice) that participated in an online course for developing educational apps and puzzles with GeoGebra. Theoretical foundations are based on the authors Punya Mishra, Matthew J. Koehler et al, regarding TPACK framework and Margaret Niess et al regarding the development of TPACK by mathematics teachers. The research method is qualitative, and to analyze the thoughts and ideas discussed by the participants, we used the Discursive Textual Analysis. In this regard, three representative categories were used to build the following metatexts: instructional approaches, classroom environment management and teacher’s professional development. Through the Discursive Textual Analysis, it was possible to understand the participants concerns in creating different instructional approaches using Information and Communication Technologies, once they realized that dealing with digital natives requires pedagogical innovations, supported by new technologies, and new ways to configure and manage classroom environments permeated by digital resources.
The digital world is a field of information and entertainment for users and a field of extraction of the most valuable good of recent years: personal data. How much of a threat to privacy is the collection and processing of data by third parties and what do people think about it? On the occasion of the extensive methods of surveilling citizens and collecting their data, this study attempts to contribute new empirical data evidence from the international research on the use of the Internet by the World Internet Project on attitudes and behaviors of individuals regarding online privacy and surveillance. The aim is to determine whether and to what extent the recorded concerns about the violation of privacy intersects with a growing acceptance of its very absence.
Technology-enhanced learning and blended learning delivery have been growing in popularity in vocational education and training contexts. Different technology integration frameworks have been developed to assess the extent and nature of this technology integration for learning, using frameworks primarily developed in school and higher education contexts. This article explores the usefulness of two of these technology integration frameworks – Substitution Augmentation Modification Redefinition (SAMR) and Technology Integration Matrix (TIM) to understand the adoption of technology blended into courses within a vocational education and training context. Using a case study of technology integration and moves towards blended learning within an Australian Defence Force (ADF) Vocational College, this article raises important questions for VET colleges about the relevance of such frameworks to guide integration of technology into learning in VET contexts.
Online surveys are growing in popularity, perhaps because they are an easy, convenient, and inexpensive means of data collection. Online surveys commonly suffer from two serious methodological limitations: the population to which they are distributed cannot be described, and respondents with biases may select themselves into the sample. Research is of value only when the findings from a sample can be generalized to a meaningful population. When the population addressed by the survey cannot be described, and when the sample is contaminated by respondents with biases, findings from online surveys cannot be generalized and may therefore mislead.
The COVID-19 pandemic has forced health educators to adapt quickly to teaching and supporting students online. Social media platforms – of which Facebook is presently the most popular worldwide–has demonstrated its utility in facilitating online learning and fostering student support. In order for educators to get the most out of the platform, they should consider adopting a systematic and evidence-based approach. This article draws upon current literature and the authors’ experiences to offer practical tips for health educators wanting to use Facebook as a learning platform and support tool for their students. We offer twelve tips, organized into prescriptive steps for creating and managing a Facebook group, and suggestions for utilizing Facebook’s features to foster student learning, collaboration, communication, and socialization.