Educators' Perceptions on Digital Citizenship and Secondary Education: A Basic Qualitative Study
Date
2024-02-21
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
Negative correspondence with online activity has become an increasing challenge within secondary school settings with the rapid increase in technology. The problem is that secondary educators face multiple challenges in digital citizenship, including a lack of professional training and curriculum support. A gap exists in the literature based on the lack of data collection on secondary educators' perceptions of digital citizenship training and curriculum. The purpose of this basic qualitative study was to explore the perspectives of secondary teachers in South Carolina regarding their experiences with the digital citizenship curriculum and how professional training affects their instruction and student learning. The research questions sought to understand the effect digital citizenship training has on instruction and student learning while also understanding the effects of integrating a digital citizenship curriculum on educators based in South Carolina. A basic qualitative study used purposive and snowball sampling to recruit 15 public secondary educators from social media platforms. Data collection occurred through semi-structured virtual interviews and was analyzed using Braun and Clarke’s thematic analysis. Results indicated the need for educators to receive supportive professional training to support student learning and instruction with digital citizenship and that most educators incorporate digital citizenship and see the negative impact that improper use of social media can have on students. Secondary educators will benefit from the research, and positive social change can occur by implementing digital citizenship instruction and professional training.
Description
item.page.type
Other
item.page.format
Keywords
instructional technology, digital citizenship, connectivism learning theory, TPACK, current practices