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Findings from a questionnaire with 560 Swedish student teachers indicate teachers need to further digital competence to support pupils’ digital literacy and foster informed, privacy-conscious citizenship.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Lindström±  \nDigital competence has become increasingly important in modern societies and is today central to the possibility of participating on equal terms as a citizen in a contemporary democracy. Thus, it is now stressed as a crucial learning objective, nationally as well as internationally. One pervasive consequence of the digitalization of society is the facilitation of intrusive online surveillance:  \nwhen we are online, we leave traces that provide useful information to companies, organizations, and individuals, who can collect, process, use, and share this information. The purpose of this article is to reveal the need for an increased awareness of the surveillance aspect of digitalization in teacher education and schools. The argument is partly based on a questionnaire survey with 560 current and former Swedish student teachers, about online behavior and privacy. The results indicate that Swedish teachers in general need to further their digital competence in order to be able to appropriately aid their pupils in developing digital literacy. Given that Swedish student teachers can be expected to possess a comparatively very high level of digital competence, we think it is safe to generalize this point to comprise teachers in many other countries as well. We argue that an awareness of the surveillance aspect of digitalization is crucial to being a cognizant citizen in a democratic society, and that it should therefore constitute a natural part of education for digital competence.  \nKeywords: education for digital competence, digital competence, education for digital literacy, digital literacy, digitalization, online surveillance, soft surveillance, surveillance, surveillance culture, privacy  \nIntroduction  \nDigital competence has become increasingly important in modern societies. Such competence is central to the possibility of participating on equal terms as a citizen in a contemporary democracy. Thus, it is nowadays stressed as a crucial learning objective, nationally as well as internationally. For example, it is one of the eight key competences for lifelong learning identified by The European Parliament and The Council of the European Union (European Union, 2006), and digitalizationis one of the aspects covered by the UN sustainable development goal that concerns education (United Nations, 2021, SDG-4; see Indicator 4.a.1 and Target 4.b).  \nNavigating in a digital world requires competences such as the ability to find relevant information through search engines and databases, but also to practice criticism of the sources – consider, for instance, the current discussions about misinformation and fake news. These competences – sometimes referred to as  \n∗Associate Professor, Umeå University, Sweden.±Associate Professor, Umeå University, Sweden.  \ndifferent aspects of digital literacy (American Library Association, 2021)–receive increasing attention in schools. However, digitalization comes with potential downsides, one of them being the facilitation of intrusive online surveillance. When we are online, we leave traces that provide useful information to companies, organizations, and individuals, who can harvest our data for various purposes.  \nWhile knowledge of this fact has become more widespread, it does not seem to get the attention that it arguably deserves in schools and teacher education. In Swedish teacher education, where we operate, surveillance issues in relation to online activities have not found a pronounced place in the curriculum. Yet, having knowledge in this area is important for making deliberate choices regarding one’sonline behavior – what information do I want to share, and with whom? For instance, is it worth giving away some of my personal information to get access to a certain social media platform?  \nThere are some related issues regarding digitalization that do receive increasing attention in schools an","cbCaiuoRochcVRYD","https://ap.wps.com/l/cbCaiuoRochcVRYD","pdf",93123,13,"English","# Introduction\n## Digital competence as a learning objective\n## Digital literacy skills and critical navigation\n## Intrusive online surveillance and digital traces\n## Surveillance awareness in teacher education","[{\"question\":\"Why is digital competence important in modern democratic societies?\",\"answer\":\"Digital competence enables participation on equal terms as a citizen in contemporary democracy and is emphasized as a crucial learning objective nationally and internationally.\"},{\"question\":\"What is the main concern about online surveillance discussed in the article?\",\"answer\":\"Online activity leaves traces that companies, organizations, and individuals can collect, process, use, and share, facilitating intrusive surveillance.\"},{\"question\":\"How does the questionnaire study with Swedish student teachers support the article’s argument?\",\"answer\":\"The results indicate Swedish teachers generally need to further their digital competence to help pupils develop digital literacy, and the authors argue this point can extend beyond Sweden.\"}]","Online Surveillance and Education for Digital Competence | PDF",1792076648,33]