Since 2012, the concept of Cyber ethics has been a core skill in Norwegian primary and secondary school (The Norwegian Directorate for Education and Training, 2012). The concept of cyber ethics encompasses several issues, such as with copyright, privacy and data protection, ethical (Engen, Giæver, & Mifsud, 2017; Pusey & Sadera, 2011). In this paper we discuss what characterizes initial student teachers’ knowledge of cyber ethics in initial teacher education, focusing on aspects of copyright and sharing of images. The overarching aim of the project ”DiCTE - Developing ICT in Teacher Education” - is to map student teachers’ digital competence upon starting teacher education (Engen et al., 2014). This paper focuses on student teachers’ self-reported knowledge of cyber ethics. We raise the question of what characterizes initial student teachers’ knowledge of cyber ethics, and consequently, how can teacher education prepare student teachers for dealing with copyright and privacy issues in their teaching profession. Our data is gathered from three student cohorts during their first week at teacher education. They were asked to answer an online questionnaire. We have answers from 346 students in 2014 (pilot cohort) (response rate appr. 90%), 311 students in 2017 (response rate appr. 80%) and 370 students in 2018 (response rate appr. 95%). Our findings indicate that despite cyber ethics being a core skill in the Norwegian K-12 curriculum (2013), we have identified a divide among the students’ knowledge about cyber ethics. These results indicate the importance of supporting, facilitating and developing student teachers‘ understanding of cyber ethic issues, in particular copyright and the sharing of images. Teacher education at our university has introduced several measures in order to even out the divide: issues of copyright and privacy are taken up on an institutional level across the 5 years, in relation to student assignments that deal with production of video, composite texts and social media as well as lectures dedicated to copyright and privacy. The next phase of this research project is to explore the development of student teachers’ understanding of cyber ethic issues in teaching practice during teacher education through interviews and a follow-up questionnaire.

Engen, B. K., Giæver, T., Gudmundsdottir, G. B., Hatlevik, O., Mifsud, L., & Tomte, K. (2014). Digital Natives: Digitally Competent? Paper presented at the Society for Information Technology & Teacher Education International Conference 2014, Jacksonville, Florida, United States. Engen, B. K., Giæver, T. H., & Mifsud, L. (Eds.). (2017). Digital Dømmekraft: Gyldendal Akademisk. Pusey, P., & Sadera, W. A. (2011). Cyberethics, Cybersafety and Cybersecurity: Preservice Teacher Knowledge, Preparedness and the Need for Teacher Education to Make a Difference. Journal of Digital Learning in Teacher Education, 28(2), 82-88. The Ministry of Education and Research. (2013). Curriculum for the Knowledge Promotion (LK06). The Ministry of Education and Research Retrieved from http://www.regjeringen.no/en/dep/kd/Selected-topics/compulsory-education/Knowledge-Promotion/New-elements-in-the-subject-syllabuses.html?id=86772 The Norwegian Directorate for Education and Training. (2012). Framework for Basic Skills. Retrieved from https://www.udir.no/contentassets/fd2d6bfbf2364e1c98b73e030119bd38/framework_for_basic_skills.pdf