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What We Do - Research


Our cutting-edge work centers on the relationships between teaching and learning with digital media, ethics, safety and security, and workforce development, by conducting basic, applied, formative, and summative research using a mix of qualitative and quantitative methodologies.

Current Research Projects

  • Review of Research: The Status of Cyberawareness in US Schools
  • Research Priorities in Cyberethics, Cybersafety and Cybersecurity: A Delphi Study
  • Effects of C3 Curriculum Integration on Attitudes of Teachers and Students
  • Students Perceptions of Internet Safety Modules
  • School-Based Staff Development for Teaching Cyberethics, Safety and Security Curriculum
  • Gender Differences in Student Attitudes Toward Internet Safety Curriculum
  • K-12 Cybersecurity Education Project
  • National C3 Education Project

Sample Case Study

National Cyberethics, Cybersafety and Cybersecurity (C3) Baseline Study

This study explores the nature of Cyberethics, Cybersafety, and Cybersecurity (C3) educational awareness policies, initiatives, curriculum, and practices currently taking place in the U.S. public and private K-12 educational settings. The study established baseline data on C3 awareness. This study used both qualitative and quantitative data and focused on:

  • What is the nature and extent of C3 learn-ing in U.S. K-12 schools?
  • Who are the major providers of C3 content in U.S. K-12 schools?
  • What is the perceived importance of C3 content for U.S. K-12 school programs?
  • What content is being delivered to educators, and how is it being taught?
  • What, if any, are the issues and barriers that impede the delivery of C3 content in U.S. K-12 school programs?

The National C3 Baseline Survey findings confirm the need for expanded C3 awareness and training in the educational community. This report describes how students receive awareness of Cyberethics, Cybersafety, and Cybersecurity topics in the educational set-ting, and what specific C3 topics are ad-essed currently by local educational agencies. Additionally, insight into educators’ comfort levels, what topics present themselves in the general educational setting, type and time commitment devoted to professional deelopment toward C3 topics, perceived needs of educators, and training preferences of educators was explored.

The original study was referenced by the White House, Cyberspace Policy Review [PDF].