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Digital competence, teacher education, privacy, cyber security, Internet, teachers, university, initial training
Álvarez, J., & Gisbert, M. (2015). Information literacy grade of secondary school teachers in Spain - Beliefs and self-perceptions. [Grado de alfabetización informacional del profesorado de secundaria en España: Creencias y autopercepciones]. Comunicar, 45, 187-194. https://doi.org/10.3916/C45-2015-20
Anderson, J.M. (2003). Why we need a new definition of information security. Computers & Security, 22(4), 308?313. https://doi.org/10.1016/S0167-4048(03)00407-3
Barrow, C., & Heywood-Everett, G. (2006). E-safety: The experience of English educational establishments: Summary and recommendations [online]. British Educational Communications and Technology Agency (BECTA). https://bit.ly/2Gz6aoD
Chou, C., & Peng, H. (2011). Promoting awareness of Internet safety in Taiwan in-service teacher education: A ten-year experience. The Internet and Higher Education, 14(1), 44-53. https://doi.org/10.1016/j.iheduc.2010.03.006
Chou, H.L., & Chou, C. (2016). An analysis of multiple factors relating to teachers' problematic information security behavior. Computers in Human Behavior, 65, 334-345. https://doi.org/10.1016/j.chb.2016.08.034
De-Waal, E., & Grösser, M. (2014). On safety and security in education: Pedagogical needs and fundamental rights of learners. Educar, 50(2), 339-361. https://doi.org/10.5565/rev/educar.44
Edwards, S., Nolan, A., Henderson, M., Mantilla, A., Plowman, L., & Skouteris, H. (2018). Young children's everyday concepts of the internet: A platform for cyber?safety education in the early years. British Journal of Educational Technology, 49(1), 45-55. https://doi.org/10.1111/bjet.12529
Engen, B.K., Giæver, T.H., & Mifsud, L. (2015). Guidelines and regulations for teaching digital competence In schools and teacher education: a weak link? Nordic Journal of Digital Literacy, 10, 172-186. https://bit.ly/2SNLcZM
Esteve, F.M., Gisbert, M., & Lázaro, J.L. (2016). La competencia digital de los futuros docentes: ¿Cómo se ven los actuales estudiantes de educación? Perspectiva Educacional, 55(2), 38-54. https://doi.org/10.4151/07189729-Vol.55-Iss.2-Art.412
Fernández-Cruz, F.J., & Fernández-Díaz, M.J. (2016). Generation Z's teachers and their digital skills. [Los docentes de la Generación Z y sus competencias digitales]. Comunicar, 46, 97-105. https://doi.org/10.3916/C46-2016-10
Fernández-Montalvo, J., Peñalva, A., & Irazabal, I. (2015). Hábitos de uso y conductas de riesgo en Internet en la preadolescencia. [Internet use habits and risk behaviours in preadolescence]. Comunicar, 44, 113-121. https://doi.org/10.3916/C44-2015-12
Flores-Lueg, C., & Roig-Vila, R. (2016). Percepción de estudiantes de Pedagogía sobre el desarrollo de su competencia digital a lo largo de su proceso formativo. Estudios Pedagógicos, 42(3), 129-148. https://doi.org/10.4067/S0718-07052016000400007
Fondo de las Naciones Unidas para la Infancia (Ed.) (2017). Niños en un mundo digital. Estado mundial de la Infancia 2017. UNICEF. https://uni.cf/2FUq60R
Instituto Nacional de Tecnologías Educativas y Formación del Profesorado (Ed.) (2017). Common digital competence framework for teachers. Madrid. INTEF. https://bit.ly/1Y88rd6
Janssen, J., Stoyanov, S., Ferrari, A., Punie, Y., Pannekeet, K., & Sloep, P. (2013). Experts' views on digital competence: Commonalities and differences. Computers & Education, 68, 473-481. https://doi.org/10.1016/j.compedu.2013.06.008
Jones, L.M., Mitchell, K.J., & Finkelhor, D. (2013). Online harassment in context: Trends from three youth internet safety surveys (2000, 2005, 2010). Psychology of Violence, 3(1), 53-69. https://doi.org/10.1037/a0030309
Krumsvik, R. (2009). Situated learning in the network society and the digitised school. European Journal of Teacher Education, 32(2), 167-185. https://doi.org/10.1080/02619760802457224
Lueg, C. (2014). Competencia digital docente: desempeños didácticos en la formación inicial del profesorado. Hachetetepé, 9, 55-70. https://bit.ly/2Iq3Odu
Napal, M., Peñalva-Vélez, A., & Mendióroz, A. (2018). Development of digital competence in secondary education teachers’ training. Education Sciences, 8, 104. https://doi.org/10.3390/educsci8030104
Panayides, P. (2013). Coefficient Alpha: Interpret with caution. Europe’s Journal of Psychology, 9(4), 687-696. https://doi.org/10.5964/ejop.v9i4.653
Parlamento y Consejo Europeo (Ed.) (2006). Recomendación 2006/962/CE, de 18 de diciembre de 2006, sobre las competencias clave para el aprendizaje permanente. Diario Oficial L 394 de 30 de diciembre de 2006. https://bit.ly/2PQgYCV
Pedro, K.M., & Chacon, M.C.M. (2017). Pesquisas na internet: Uma análise das competências digitais de estudantes precoces e/ou com comportamento dotado. Educar em Revista, 33(66), 227-240. https://doi.org/10.1590/0104-4060.50335
Prendes, M.P., Castañeda, L., & Gutiérrez, I. (2010). Competencias para el uso de TIC de los futuros maestros [ICT competences of future teachers]. Comunicar, 35, 175-182. https://doi.org/10.3916/C35-2010-03-11
Redecker, C. (2017). European framework for the digital competence of educators: DigCompEdu. In Y. Punie (Ed), Publications office of the European Union, Luxembourg. Joint Research Centre (No. JRC107466). https://doi.org/10.2760/159770
Shin, S. K. (2015). Teaching critical, ethical, and safe use of ICT in pre-service teacher education. Language Learning & Technology, 19(1), 181-197. https://doi.org/10125/44408
Tejada, J., & Pozos, K.V. (2018). Nuevos escenarios y competencias digitales docentes: Hacia la profesionalización docente con TIC. Profesorado, 22(1), 41-67. https://bit.ly/2GQmv7H
Tigelaar, D.E., Dolmans, D.H., Wolfhagen, I.H., & Van-Der-Vleuten, C. P. (2004). The development and validation of a framework for teaching competencies in higher education. Higher Education, 48(2), 253-268. https://doi.org/10.1023/B:HIGH.0000034318.74275.e4
Woollard, J., Wickens, C., Powell, K., & Russell, T. (2009). Evaluation of e?safety materials for initial teacher training: can ‘Jenny’s Story’make a difference? Technology, Pedagogy and Education, 18(2), 187-200. https://doi.org/10.1080/14759390902992659
Yan, Z. (2009). Differences in high school and college students' basic knowledge and perceived education of Internet safety: Do high school students really benefit from the Children's Internet Protection Act? Journal of Applied Developmental Psychology, 30(3), 209-217. https://doi.org/10.1016/j.appdev.2008.10.007
Šimandl, V. (2015). ICT teachers and technical e-safety: Knowledge and routines. International Journal of Information and Communication Technologies in Education, 4(2), 50-65. https://doi.org/10.1515/ijicte-2015-0009
Šimandl, V., & Vaní?ek, J. (2017). Influences on ICT teachers’ knowledge and routines in a technical e-safety context. Telematics and Informatics, 34(8), 1488-1502. https://doi.org/10.1016/j.tele.2017.06.012