Читать книгу Perceptions and Analysis of Digital Risks - Группа авторов - Страница 2
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1 Cover
4 Foreword The notion of risk Digital risks and the context of education Risk perception Educational response and research
6 PART 1 Risk Perceptions, Education and Learning 1 Digital Risks: An Obstacle or a Lever for Education? 1.1. Introduction 1.2. Digital risks and education: what are we talking about? 1.3. Questioning perceptions of digital risks among new teachers 1.4. Teachers’ perceptions of digital risks 1.5. Reflection on the role of digital risk representations in education 1.6. Conclusion 1.7. References 2 Teenagers Faced with “Fake News”: Perceptions and the Evaluation of an Epistemic Risk 2.1. Introduction 2.2. Fake news: from production to reception 2.3. Methodological framework of the study 2.4. Results of the study 2.5. Discussion of the results and reflections on media and information literacy 2.6. Conclusion 2.7. References 3 “A Big Nebula that is a Bit Scary” (Louise, Trainee Schoolteacher): Training through/in Digital Technology, in School and in Professional Training 3.1. Social beings, above all else 3.2. Understanding of digital technology in the classroom 3.3. Teaching with and through digital technology: Constant risks 3.4. Potential courses of action 3.5. References
7 PART 2 Risks in the Light of Socio-Economic Issues 4 Top Managers Confronted with Information Risks: An Exploratory Study within the Telecommunications Sector 4.1. Introduction 4.2. Information risk: the conceptual field 4.3. Controlling information risks: Security policy 4.4. Information risk and management 4.5. Study methodology and the stakeholder group 4.6. Information risk: The perspective of top telecoms managers 4.7. Conclusion 4.8 Acknowledgments 4.9. References 5 Cell Phones and Scamming Risks in Cameroon: Users’ Experiences and Socio-Institutional Responses 5.1. Introduction 5.2. Mechanisms behind cell phone scamming in Cameroon: exhibiting credulity 5.3. The dynamics of cell phone use in Cameroon 5.4. Socio-institutional governance of cell phone use in Cameroon: Optimal or approximate mediations? 5.5. Conclusion 5.6. References
8 PART 3 Digital Risks: Practices and Mediation 6 Towards a Normative Prescription of Information Practices on Digital Social Networks: A Study of Documentary Pedagogical Projects in Middle School 6.1. Introduction 6.2. Contextualization of risk 6.3. Issues to consider 6.4. Research objects 6.5. Research protocol 6.6. Risk regarding DSNs in the pedagogical approach 6.7. Discovering DSNs in a school context: Dealing with risks 6.8. Perspectives for an information culture 6.9. Conclusion 6.10. References 7 MIL as a Tool for Teachers to Prevent Risk and Transmit Digital Culture 7.1. Studying digital technology in schools from the perspective of teachers’ representations 7.2. What do digital and media literacy evoke in teachers? 7.3. The contours of media and information literacy according to teachers 7.4. What does the requirement to transmit digital culture mean for teachers? 7.5. Conclusion 7.6. References
10 Postface
12 Index
List of Illustrations
1 Chapter 1Figure 1.1. Distribution of respondents addressing digital risks by institutionFigure 1.2. Distribution of respondents addressing digital risks by disciplinary...Figure 1.3. Teachers’ perceived risks to themselves and students
2 Chapter 3Figure 3.1. Age of the respondents. For a color version of this figure, see www....
3 Chapter 4Figure 4.1. Key elements of security within Orange (adapted from Orange (2017))Figure 4.2. Shared responsibility in the approach to security (adapted from Oran...
4 Chapter 5Figure 5.1. Screenshot of a French money-making scam message. The message claims...Figure 5.2. Screenshot of a fraudulent money transaction message in French
5 Chapter 6Figure 6.1. Modeling information practices on DSNsFigure 6.2. Star graph of dangers6. For a color version of this figure, see www....Figure 6.3. Star graph of risks and risk factors7. For a color version of this f...Figure 6.4. Star graph of attention8. For a color version of this figure, see ww...Figure 6.5. Star graph of freedom and constraints9. For a color version of this ...
6 Chapter 7Figure 7.1. Methodology of research on the representations of digital technology...Figure 7.2. Frequency of digital technology use in the classroomFigure 7.3. MIL in elementary school, department 64Figure 7.4. What media and information literacy means to elementary-level teache...Figure 7.5. Key words to define media literacy grouped by descriptors and micro ...Figure 7.6. Teachers’ feelings about digital technologyFigure 7.7. Ranking terms with the most occurrences when the topic of digital te...Figure 7.8. Representation of media and information literacy among elementary sc...Figure 7.9. What teachers think digital literacy contains
List of Tables
1 Chapter 2Table 2.1. Summary table of interviewsTable 2.2. Interviewee presence on social networks •: Active account; (△): Accou...
2 Chapter 3Table 3.1. Profiles of the student teachers surveyed
3 Chapter 4Table 4.1. Examples of risk definitions applicable to information
4 Chapter 6Table 6.1. Description of the eight observation sites
Guide
1 Cover
5 Foreword
9 Postface
11 Index
12 Other titles from iSTE in Information Systems, Web and Pervasive Computing
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