Abstract
Although many practicing teachers have not experienced teacher preparation programs that teach cyber security (Pusely & Sadera, 2011) or are familiar with cyber principles (Author), embedding these ideas into instruction in a variety of content areas is essential for promoting cyber literacy and citizenship. This study explores a professional development program that provided middle and high school teachers across disciplines with opportunities to explore, first as learners and then as educators, cyber citizenship and programming concepts with explicit connections to the cybersecurity principles and concepts. Participating teachers experienced inquiry-based learning, focused classroom discourse, and collaborative learning that centered on GenCyber Cybersecurity First Principles and GenCyber Cybersecurity Concepts (GenCyber, 2019). Results indicated the professional development enabled teachers to iteratively reflect on best practices in cyber education while learning and applying the content of GenCyber Principles within the context of their own field of study.
Highlights
The National Science Foundation describes cybersecurity as one of the defining issues of our time (NSF, n. d.)
Results indicated the professional development program enabled teachers to iteratively reflect on best practices in cyber education while learning and applying the content of GenCyber Principles within the context of their own field of study
The GenCyber Knights professional development program resulted in the following outcomes: 4.1 In what ways did participating in the GenCyber Knights experience effect teachers’ knowledge of GenCyber Concepts? During each week, participants explored each of the concepts daily and contributed connections, which were both concrete and abstract
Summary
The National Science Foundation describes cybersecurity as one of the defining issues of our time (NSF, n. d.). Because of the importance of cyberliteracy amongst students and the lack of teacher training in this area, programs have begun supporting teachers to learn about cyber principles and how to integrate them into classroom instruction across a variety of fields. One such program is jointly funded by the National Security Agency and the National Science Foundation, GenCyber, and its aim is to equip teachers with the necessary knowledge of sixteen GenCyber Principles and Cybersecurity Concepts (GenCyber, 2019) and the pedagogical content knowledge to support student cyberliteracy. Teachers would develop a content-based lesson plan implementing the GenCyber Principles and one or more of the technologies
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