World Conference on Mobile and Contextual Learning, in Concordia University Chicago, Chicago, IL, USA ISBN 978-1-939797-36-0
The purpose of this study is to identify factors that influence teachers’ levels of digital citizenship, defined in terms of individuals’ thinking, skills, and behaviors regarding Internet use. Variables included: (1) teachers’ individual backgrounds (age, gender, years of work experience, and years of teaching experience, subject, and teaching level); (2)Internet use (where to obtain information, the main purpose of using the Internet, and use of social media forteaching); and (3) psychological characteristics (Internet self-efficacy and Internet anxiety). The study unfolded infour phases. A literature review identified a need to study classroom teachers’ self-perceptions as digital citizensrelating to the Internet. Next, 348 teachers were recruited from high need, hard to staff U.S. school districts tocomplete a validated survey. A series of descriptive, correlation, and multiple regression analysis revealed threefindings: (1) teachers demonstrated relatively lower levels of two Digital Citizenship sub-factors, Internet PoliticalActivism and Critical Perspective; (2) there was a strong relation between Internet Self-efficacy and DigitalCitizenship; and (3) three variables (years of work experience, use of social media for teaching, and Internet self-efficacy) significantly influenced teachers’ perceptions of digital citizenship. This study offers recommendations toequip educators with skills and behaviors as digital citizens in the digital and global age.
Cristol, D. & Gimbert, B.G. (2018). Teachers as Digital Citizens: Factors Influencing Teachers’ levels of Digital Citizenship. In D. Parsons, R. Power, A. Palalas, H. Hambrock & K. MacCallum (Eds.), Proceedings of 17th World Conference on Mobile and Contextual Learning (pp. 1-7). Concordia University Chicago, Chicago, IL, USA.