=Paper=
{{Paper
|id=Vol-3187/paper7
|storemode=property
|title=Formation of Internet Resources Critical Evaluation Skills of Future Primary School Teachers
|pdfUrl=https://ceur-ws.org/Vol-3187/paper7.pdf
|volume=Vol-3187
|authors=Nataliia Morze,Mariia Boiko,Liliia Varchenko-Trotsenko,Viktoriia Vember
|dblpUrl=https://dblp.org/rec/conf/cpits/MorzeBVV21
}}
==Formation of Internet Resources Critical Evaluation Skills of Future Primary School Teachers==
https://ceur-ws.org/Vol-3187/paper7.pdf
Formation of Internet Resources Critical Evaluation Skills
of Future Primary School Teachers
Nataliia Morze1, Mariia Boiko1, Liliia Varchenko-Trotsenko1, and Viktoriia Vember1
1
Borys Grinchenko Kyiv University, 18/2 Bulvarno-Kudriavska str., Kyiv, 04053, Ukraine
Abstract
In the era of the Internet when information is placed, processed and stored in the Internet in the
form of Internet resources the ability to estimate consumed Internet resources before using
them for personal needs or educational aims becomes of great importance. The article analyses
competences required for critical evaluation of Internet resources. The research was conducted
where 54 future primary school teachers - Master’s Degree students of specialty “Primary
education” at Borys Grinchenko Kyiv University - took part. In the process of the research the
following data was determined: the level of future primary school teachers’ awareness of
cybersecurity events arranged at country level; the most effective means of information
distribution on cybersecurity provision; primary school subjects which can be used to form
pupils skills of Internet resources evaluation; utilization of methods and technologies for
developing skills of Internet resources critical evaluation. Education programs and educational
activity styles aimed at formation of Internet resources critical evaluation skills were analyzed.
The case study on creating a lesson or a project using learning styles by D. Laurillard was
designed. The model of formation of Internet resources critical evaluation skills system for
future primary school teachers was designed,
Keywords 1
Internet resources, critical thinking, Internet resources evaluation. competencies, primary
school, future primary school teachers
1. Introduction
Introduction of new global network technologies and new formats of presenting data in the Internet
resulted in wide access of age-diverse users to various information data and its exchange with the help
of network technologies. Most information and data seekers rely on open Internet sources for
implementation of search strategies. According to Internet World Stats (IWS) data the number of
Internet users exceeds 4 billion people; in Ukraine more than 40 million people are Internet users which
makes up 94,1% of the population [1]. A person spends many hours a day on the Internet receiving
information during all this time. However, the reliability of this information, its interpretation and
ability to make conclusions about received data are questionable. According to McCrindle Research
children aged 8-12 years spend 4 hours and 44 minutes in front of the screen every day for entertainment
[2] (we need to clarify that this statistics describes American children, but the tendency spreads all over
the world). At the same time, we have to note that most of them do not have the skills of cybersecurity,
critical evaluation of resources, and this includes both children and adults.
With the growth of the number of Internet resources, it becomes essential to develop and master
skills to critically evaluate them and use received information safely. Therefore, for the sake of future
generations and the future of the planet, it is imperative to provide educational systems across the EU
with powerful tools that could help students to develop their critical thinking ability to distinguish fact
CPITS-II-2021: Cybersecurity Providing in Information and Telecommunication Systems, October 26, 2021, Kyiv, Ukraine
EMAIL: n.morze@kubg.edu.ua (N. Morze); m.gladun@kubg.edu.ua (M. Boiko); l.varchenko@kubg.edu.ua (L. Varchenko-Trotsenko);
v.vember@kubg.edu.ua (V. Vember)
ORCID: 0000-0003-3477-9254 (N. Morze); 0000-0003-0293-5670 (M. Boiko); 0000-0003-0723-4195 (L. Varchenko-Trotsenko); 0000-
0002-4483-8505 (V. Vember)
©️ 2022 Copyright for this paper by its authors.
Use permitted under Creative Commons License Attribution 4.0 International (CC BY 4.0).
CEUR Workshop Proceedings (CEUR-WS.org)
69
from fiction and science from pseudo-science. Media literacy is included in the digital competence,
which is described in the Council Recommendation on Key Competences [3] as well as in the more
detailed LifeComp: The European Framework for Personal, Social and Learning to Learn Key
Competence” [4].
The necessity of formation of educators’ digital competence is mentioned in the European
Framework for the Digital Competence of Educators: DigCompEdu [5], as well as in The Digital
Education Action Plan (2021-2027) [6]. Moreover, one of the key competences required in the modern
world and labor market is critical thinking [7]. That is why the importance of the competence
development is underlined in various Ukrainian regulatory documents [8] and at the international level,
for example, in World Economic Forum (New Vision for Education: Fostering Social and Emotional
Learning through Technology, 2016) [9] and UNESCO (Education for Sustainable Development Goals:
Learning Objectives, 2017) [10].
In 2020 in Ukraine Professional standard of primary school teacher [11] was approved, where the
requirements to information and digital competence of a teacher are defined including “the ability to
navigate in the information space, search for and critically evaluate information, operate with it in
professional activity”.
Taking into account that the age of the Internet users becomes younger annually, formation of digital
competence becomes an important request of the society, namely critical evaluation of information by
children starting from primary school age. In the framework of the performed research “Media culture
under the pandemic conditions” L. A. Naidionova notes that according to the data of 2018 when there
was no pandemic almost every fifth teenager faced bullying, trolling, threats, slander; every sixth one
faced altercations, persecution, impersonation, phishing, fraud, isolation, and happy slapping. None of
these types of cyberbullying covered the third of teenagers. Under present-day conditions almost a third
of teenagers face bullying, trolling, threats, altercations, isolation. And every fifth pupil deals with the
rest of the above-mentioned cyber dangers. Such significant growth has drastically changed the
character of traditional cyber risks [12].
Solution of the problem is possible if future primary school teachers' training considers challenges
caused by using the Internet from early childhood and is designed according to the requirements of the
Professional standard of primary school teacher.
2. Research Analysis on Teaching Children to Critically Evaluate Internet
Resources
Australian sociologist and demographer Mark McCrindle introduced a new notion - generation
alpha[13]. It refers to children born after 2010 (till 2025) and represents children who perceive a phone
and Internet as their body extension. Generation Alpha (0-9 years old) were born in the world where
algorithms make them constantly press buttons, scroll, and swipe at a frantic speed. Starting from
primary school pupils face a huge information flow from different sources, but mainly from Internet
resources. The statistics show that 30% of Ukrainians dealt with online frauds, 30% - with cruelty scenes
online, 25% - with offensive actions, 23% - with unpleasant or repulsive news online[14]. World
statistics demonstrate that 18 minutes are enough to get from a child their naked photo. One third of the
materials classified as child pornography is made by children themselves. Every second 50-70 thousand
Internet users try to make a contact with a child with the aim of sexual abuse. 50% of children suffer
from serious cyberbullying. Children are not protected when they chat with strangers, and the pandemia
has even made the situation worse as children spend more time on the Internet [15].
In the research by Quayyum at al. [16,17] parents of children aged 10-15 years old were interviewed
in Norway. The results were used to determine the list of problems that should be solved by parents to
ensure cyber security of their children at home, and a list of educational resources was offered to learn
how to avoid the determined problems.
Primary school pupils’ lack of life experience increases the risk to face online threats: online
violence, fraud, pornography, personal information gaining for criminal purposes, agression and
physical violence propaganda that can lead to the corresponding models of behaviour of modern
generation in real life such as cruelty towards animals, humiliation of weaker ones, beating peers. That
is why the question of development of primary school pupils’ skills to critically evaluate Internet
70
resources is of great importance. O. Pometun thinks that critical thinking is a “special type of thinking
which is characterised by activity, purposefulness, independence, discipline and reflectivity, and
provides for development of person’s skills in the learning process: to define problems, to analyse,
synthesize, evaluate information from any sources, to come up with alternatives and estimate them, to
choose a solution of the problem or own position on it and substantiate own opinion, to make a
conscious choice and to take actions” [18, p.94].
I. Kurlishchuk determines a leading role of electronic media resources in the educational process of
primary school, especially under the conditions of distance learning, and denotes the importance of
primary school pupils’ having technical knowledge and skills on media technics, correct perception of
media culture publications, their analysis, independent comprehension and interpretation, that is media
literacy skills [19].
O. Baryshpolets defines media literacy criteria for effective functioning of a person in a media
environment: media activity - conscious media products consumption; analytical skills - ability to
evaluate media products; selectivity - conscious choice of information required for social roles
performance [20].
“Understanding how to navigate, select and critically evaluate information are skills that all online
users should possess in order to manage the risks associated with issues such as disinformation, online
scams, hate speech and managing online relationships” - is emphasized in the manual for teachers
developed by European Commission [21].
In the State educational standard of primary education the following skills are common for all key
competences: reading and understanding, ability to express own opinion orally and in writing, critical
and systematic thinking, ability to logically substantiate own attitude, ability to manage emotions
constructively, estimate risks, make decisions, solve problems, collaborate with other people [22].
Formation of critical thinking is covered in general results of primary education in many educational
branches and presented in Table 1.
Table 1
Description of learning outcomes in educational branches that have to form pupils’ critical thinking on
information evaluation, including the one from the Internet
Educational branch General learning outcomes of the students
linguistic and literary percepts information critically for achieving different
goals; clarifies information according to the situation
separates necessary information from different sources,
including media texts, for making up own statement
with a specific purpose
expresses opinion about simple media texts
computer science differentiates truthful and untrustworthy statements
received from different sources
expresses assumptions about reliability of information
received from digital sources, differentiates facts and
statements
collaborates and communicates in protected network
communities for exchanging opinions, performing
collective tasks, information search and study
follows work safety rules; protects own informational
environment; tells adults about problems
visits only useful and safe web-sites; follows the
intellectual property rules
health-preserving tries to evaluate critically information about goods and
services
accepts criticism about themselves and reacts to it
properly
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civil and historical separates doubtful facts; finds information which
confirms or reflutes doubts; explains possible
consequences of spreading false information
Nationwide project on media literacy presented by Ministry of culture and information policy
provides for raising awareness of all age groups on the problem of desinformation in the following
directions:
● strengthening communication by the state;
● media education development;
● stimulation of a responsible and safe media environment.
In particular, in the framework of the national project on media literacy “Filter” initiatives dedicated
to the International week of media and information literacy in Ukraine were held on October, 25-31,
2021 [23].
Solution of the question of pupils’ safety in the Internet in other countries, where Internet is widely
used in educational and research activities, is characterized by complex approach, and the safety
problem is closely related to the question of formation of pupils’ responsibility for their action or
inaction in the network to avoid and/or lower risks. For example, in the USA, Germany, Canada,
Finland and other countries pupils together with parents and school representatives sign up special
agreements on safe and responsible Internet use. In such agreements responsibilities of safe and
responsible social networks usage by all educational process participants are agreed and prescribed. In
Finland media education is a part of the national education program, and by joining sectoral and
interdisciplinary approaches it is included into different life activities (school teachers, museum
workers, scientific and academic center representatives, librarians, etc.) [24].
Among the key competencies offered by Organisation for Economic Co-operation and Development
(OECD) together with the need to master computer technologies by modern pupils “ability of critical
attitude to the information and advertisement broadcasted through mass media and the Internet” is
mentioned. In the research “Digital competence in practice: frame analysis”, which was published by
European Commission, it is mentioned that in the framework of European recommendations of EU
digital competence is recognized one of the key competences in the context of lifelong learning and it
is determined as “ability to use information and communication technologies confidently, critically
and creatively to achieve goals which belong to the spheres of work, employment, education, leisure,
inclusion and participation in social life”[25].
Many scientists think that it is preferable to educate in media literacy from primary school through
introduction of media education elements into the educational process [26]. To form pupils’ sustainable
skills of critical thinking and critical evaluation of Internet and media resources it is primary important
for teachers to learn to evaluate Internet resources critically, know the criteria and indicators of reliable
web-sites and reliability of received information, main techniques of propaganda etc. Moreover, it is
essential to familiarize teachers with methods and instruments of critical thinking formation for
information evaluation, in particular on the Internet. The next step should be the choice of instruments
and methods, pedagogical technologies for evaluation of pupils’ level of formation such skills.
3. Analysis of Future Teachers Preparation to form Children’s Skills of Critical
Evaluation of Internet Resources
In the prospect of increasing the level of Internet resources evaluation by primary school pupils, we
conducted research on the preparation of future primary school teachers and their readiness to form the
corresponding children’s skills. The analysis of the education program “Primary education” of the first
(Bachelor’s) level at Borys Grinchenko Kyiv University demonstrates that special (professional)
competency CK-2 (ability to orient in informational environment, use open resources, information and
communication, and digital technologies, operate them in professional activities) and program results
PR-3 (critically evaluate truthfulness and reliability of information sources, comply with legal and
ethical requirements on information and communication, and digital technologies utilization during
pedagogical activities in primary school), which help to gain the skill of critical information evaluation,
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are formed while learning the following disciplines: Ukrainian and university studies, Mathematical
and pedagogical education, Information and technology education [27]. Education program of the
specialty “Primary education” for the second education level (Master’s) provides formation of
competencies of critical evaluation of information in the disciplines: Educational institution IT
infrastructure management, Internetics and applied Internet technologies in education, Innovative
methods, technologies and quality monitoring of electronic learning, Pedagogy and psychology of
higher education institution [28].
In the framework of the research future primary school teachers were surveyed on awareness of
Internet resources critical evaluation. 54 students took part in the survey. 78% of them noted that they
faced different types of fraud on the Internet. At the same time, all students are aware of many
cybersecurity measures carried out at the national level (Fig. 1).
Figure 1: Results of the survey on future primary school teachers awareness of cybersecurity measures
carried out at the national level
The respondents defined the most effective ways of informing about cybersecurity measures:
introduction of the subject “Cybersecurity” into school course - 78%, inclusion of cybersecurity issues
into teacher training program - 65%, into the standard of primary education - 61%, using information
web-sites, portals, blogs - 44% (Fig. 2).
Figure 2: Results of the future primary school teachers survey on the most effective ways of informing
about cybersecurity measures
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Also future primary school teachers indicate the need to form critical thinking skills in all school
subjects, in particularly, foremost in computer science (informatics) - 87%, I explore the world - 57%
and a separate subject “Critical thinking” - 52%; other subjects were voted for by 28% or less of the
respondents (Fig.3).
Figure 3: Results of the future primary school teachers survey on subjects where pupils’ skills to
evaluate Internet resources should be formed
Formation of own skills to critically evaluate information students see in utilization of various
methods and techniques in the educational process (Fig.4). Technologies of learning projects,
collaboration in pairs and groups, effective usage of digital instruments take special place in this
process.
Figure 4: Results of the future primary school teachers survey on utilization of methods and
technologies in the process of formation of critical Internet resources evaluation skills
Specific types of activities and assignments for formation of students’ skills to teach children to
critically evaluate information on the Internet are: designing a set of criteria of web-sites reliability and
data truthfulness there; site verification according to these criteria and determination whether a site is
suitable for learning purposes; creating accounts in social networks and their adaptation to definite
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educational needs; acquaintance and recognition of propaganda techniques; recognition of unreliable
information; search requests formation; determination of web-site URL reliability etc.
The analysis of education programs and educational activity styles provided for formation of skills
to critically evaluate information from the Internet allowed designing a study case of a lesson of a
project using learning styles by D. Laurillard [29] (Fig. 5).
Figure 5: Case study on designing a lesson using learning styles for formation of skills to critically
evaluate information from the Internet
Listed educational activity styles are offered to students during laboratory and practical sessions.
Also, in the framework of the discipline “Innovative methods, technologies and monitoring of electronic
learning quality”, that is included into selective part of the education program in specialization
“Electronic learning management”, students are given for self-study materials of massive open online
courses (MOOC) “Basics of information security”, “Media literacy for educators”, “Critical thinking
for educators” on the platform Prometheus.org.
Besides, self-study of materials, that are open source and aimed at formation of children’s skills to
evaluate information critically, will increase students’ professional competence in the problem. Let us
give short description of nationwide projects which can be used to help to form students’ and pupils’
skills of critical Internet resources evaluation.
● Education game «Mediaznaiko», which is aimed at school children and gives possibility to
learn about information (media) field and become media expert
https://www.aup.com.ua/Game/index.html
● Game «Media literacy mission» by IREX, which gives adults possibility to check their
knowledge and skills of media literacy and critical thinking
http://irex.mocotms.com/ml_game/story_html5.html
● Distance course «How to understand social networks» https://vumonline.ua/course/how-to-
understand-social-networks/
● Distance course «Verification on the Internet» https://vumonline.ua/course/verification-in-the-
Internet/
● Online course «News literacy» by Detector Media https://video.detector.media/special-
projects/novynna-gramotnist-i22
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4. Model of the System of Formation of Internet Resources Critical Evaluation
Skills of Future Primary School Teachers
Experience shows that for the formation of future teachers’ sustainable skills of critical evaluation
of information on the Internet it is essential to rely on a systematic approach. As a background for such
a system a pedagogical model (Fig.6) can be used that includes determination of the level of critical
Internet resources evaluation skills at the beginning of the learning process. Afterwards, content on
formation of web-sites evaluation skills, data analysis and interpretation, and decision making about
further use of information is chosen considering the outer needs. To increase the effectiveness of
learning, utilization of innovative pedagogical methods is introduced including PBL, IBL, case-study,
collaboration and group work, formative assessment, working with data and use of digital tools. To
check the effectiveness of learning at the final stage of learning re-examination of the level of critical
Internet resources evaluation is carried out.
Figure 6: Model of the system of formation of Internet resources critical evaluation skills of future
primary school teachers
5. Conclusions
Our dependence on the Internet increased. Our dependence on all forms of media for news and
information also increased, as did the surge in false information circulated in all media channels. Every
teacher should know about Media Literacy and digital safety – how we consume and understand
information, how we interact with others online, what content we develop and how we publish it safely,
how we safely use our devices, share data and use the resources in a way that is not a burden to the
environment, as well as how we solve problems. They must teach students not to take everything at
face value, to check sources, motivations and language.
76
To lower the risks of primary school children facing online dangers complex measures should be
taken. One of important factors is the formation of Internet resources critical evaluation skills of future
primary school teachers as children spend a lot of time, and teachers who have corresponding skills are
able to develop them in their pupils.
In the process of teaching future primary school teachers different types of activities and
technologies can be used for formation of Internet resources critical evaluation skills including those
that are presented in the article in the form of the model and the generalized case study.
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