Self-paced E-learning: Exploring the Development of a Cybersecurity Micro-credential through K-12 Teacher Professional Development
Abstract: This work discusses ongoing experiences in creating interdisciplinary solutions to the development of cybersecurity/computer science skills for K-12 teachers. Participants for this work were K-12 teachers; the work was conducted during the summer semester of 2020. Nine K-12 teachers enrolled in the pilot course, and five K-12 teachers completed modules 0 & 1 of the cybersecurity course. This work describes a month long, self-paced cybersecurity micro-credential which consisted of an introduction to cybersecurity and the CIA Triad (Confidentiality, Integrity, and Accessibility). The primary research question explores the extent to which the cybersecurity micro-credential was considered helpful in understanding cybersecurity concepts and principles. The authors utilized quantitative and qualitative data collection via four methods: 1) content knowledge quiz (quantitative); 2) focus group (qualitative); 3) five semi-structured interviews (qualitative) and 4) two bi-weekly progress reports (qualitative). Qualitatively, focus group, semi-structured interview questions, and bi-weekly progress reports were coded and grouped into major themes by searching descriptive words. Quantitatively, a moderate positive relationship was found between post-test scores and total time in hours spent on modules 0 & 1. The main limitation is the sample size (n=5), which is too small to produce generalizable results. The work showcases innovative tools for teaching cybersecurity.
Presider: Gerald Knezek, University of North Texas