Social Studies Teacher Candidates' Opinions about Digital Citizenship and Its Place in Social Studies Teacher Training Program: A Comparison between the USA and Turkey

Autor/in	Karaduman, Hidir
Titel	Social Studies Teacher Candidates' Opinions about Digital Citizenship and Its Place in Social Studies Teacher Training Program: A Comparison between the USA and Turkey
Quelle	In: Turkish Online Journal of Educational Technology - TOJET, 16 (2017) 2, S.93-106 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2146-7242
Schlagwörter	Social Studies; Preservice Teachers; Student Attitudes; Teacher Education Programs; Foreign Countries; Qualitative Research; Research Methodology; Citizenship Education; Technological Advancement; Technological Literacy; Educational Technology; Internet; Technology Uses in Education; Comparative Education; Questionnaires; United States; Turkey + Suchen Sie Ihr Suchwort? Gemeinschaftskunde; Schülerverhalten; Ausland; Qualitative Forschung; Research method; Forschungsmethode; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Technological development; Technologische Entwicklung; Technisches Wissen; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Vergleichende Erziehungswissenschaft; Fragebogen; USA; Türkei
Abstract	This research aims to determine and compare what social studies teacher candidates living in two different countries think about digital citizenship and its place within social studies and social studies teacher training program and to produce suggestions concerning digital citizenship education. Having a descriptive design, this research has employed a data collection tool developed in accordance with qualitative research method and consisting of open and closed-end questions directed to figure out teacher candidates' opinions about digital citizenship and its place in both social studies and social studies teacher training programs. The participants of the study are a total of 14 American (7 females-7 males) senior teacher candidates studying at Social Studies Teacher Training Program of a university located in East North Central region of the Midwestern United States and 51 Turkish (28 females-23 males) senior teacher candidates studying at Social Studies Teacher Training Program of a university located in the Central Anatolian Region of Turkey. Data collection took place in the spring term of 2012-2013 in both universities simultaneously. Research data has been analyzed through content analysis. Research findings have yielded that social studies teacher candidates participating from two different countries think that social studies course holds a major position with respect to digital citizenship education and that this course should be integrated with digital citizenship education. However, social studies teacher candidates in both countries have reported that either there are no topics or themes about digital citizenship within social studies course or they are insufficient and shallow. This study includes several suggestions concerning the incorporation of topics and themes about digital citizenship into social studies teacher training program. (As Provided).
Anmerkungen	Sakarya University. Esentepe Campus, Adapazari 54000, Turkey. Tel: +90-505-2431868; Fax: +90-264-6141034; e-mail: tojet@sakarya.edu.tr; Web site: http://www.tojet.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01