Abstract
The goal of the research was to assess the level of Digital Literacy (DL) among teachers. The study was diagnostic in order to show DL in six selected key areas: the ergonomics of using ICT, assessing the credibility of information, secure online communication, maintaining anonymity in the digital world, safe logging-in, and intellectual property. DL was measured using a knowledge and competence test. The study was conducted in Poland in 2017/2018 among 701 primary school teachers (primary being the second stage of education). Based on the data collected, we have noticed the following: DL is a heterogeneous concept; the respondents possess the lowest level of knowledge in the area of intellectual property law and know the most about ergonomics; gender does not determine the level of knowledge and competencies in the group. Furthermore, the Dunning-Kruger effect is noticeable among the teachers, in the context of evaluation of DL related to digital safety. We also need to emphasise that for teachers, DL is one of the key protective factors in digital safety, viewed holistically, in schools. Thus, diagnosing and facilitating the development of DL has become one of the key challenges faced by schools today.
Highlights
The development of the information society has brought many challenges to almost every area of human life (Ziemba 2018)
The objective of the study was the assessment of the knowledge and skills connected with digital literacy in the area of e-threats among teachers working in the second stage of education in Poland
The additional, practical objective was to effect the modification of governmental programmes addressed to teachers; this modification would increase the sense of digital safety among stakeholders focused around Polish schools
Summary
The development of the information society has brought many challenges to almost every area of human life (Ziemba 2018). Education and Information Technologies (2020) 25:471–486 numerous discussions about the nature of the changes caused by digital media (Klement et al 2017). The analyses conducted identify the threats posed by new media (Kopecký 2016). Both the effective use of ICT as well as understanding and preventing negative consequences requires an adequate level of digital literacy (DL). Due to the intensity of these changes, the ability to navigate media, the awareness of the mechanisms involved, and the relationships between humans and information technologies, all need to be constantly updated. Developing DL in the context of its positive implementation within the teaching and learning processes is as important as knowing the negative aspects of the common use of new media
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