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Teachers’ Understanding of E‐Safety: An Exploratory Case in KZN South Africa
Author(s) -
Govender Irene,
Skea Brian
Publication year - 2015
Publication title -
the electronic journal of information systems in developing countries
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.41
H-Index - 18
ISSN - 1681-4835
DOI - 10.1002/j.1681-4835.2015.tb00505.x
Subject(s) - exploratory research , qualitative property , qualitative research , psychology , medical education , key (lock) , child safety , engineering , sociology , medicine , computer science , social science , computer security , structural engineering , machine learning
The exposure of online risks to young adults has been of concern for some time. While e‐safety may be regarded as the responsibility of parents and the individual, teachers’ role in inculcating safe and effective use of online computing is important. The purpose of this study is to contribute towards igniting the interest of educators in the aspect of e‐safety by exploring the issues related to educators’ awareness and knowledge of e‐safety, particularly in a developing country. An exploratory case study using mixed method approach was adopted wherein two schools from either side of the digital divide was used to inform the study. Preliminary data was collected via interviews and questionnaires. Qualitative data from interviews were obtained, supported by some quantitative analysis was. Key findings from this study were that (1) most educators were not fully knowledgeable about online risks and the associated e‐safety measures; (2) all educators from both sides of the digital divide required training in e‐safety education and were not competent enough to handle e‐safety issues. Some recommendations are suggested.