Digital Divide?: Civic Engagement, Information Poverty, and the Internet Worldwide
Digital Divide?: Civic Engagement, Information Poverty, and the Internet Worldwide
Technology and Social Inclusion: Rethinking the Digital Divide
Technology and Social Inclusion: Rethinking the Digital Divide
Discovering Statistics Using SPSS
Discovering Statistics Using SPSS
Information revelation and privacy in online social networks
Proceedings of the 2005 ACM workshop on Privacy in the electronic society
The evaluation of the student teachers' attitudes toward Internet and democracy
Computers & Education
Digital Citizenship: The Internet, Society, and Participation
Digital Citizenship: The Internet, Society, and Participation
Four ethical issues of the information age
MIS Quarterly
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This study investigated the perceptions of pre-service teachers concerning e-democracy. These perceptions were studied across individual variables such as: Internet use skills, frequency of Internet use, voting, and civic group membership. A total of 701 randomly selected pre-service teachers from a major research university in Turkey participated in the study completing a fourteen item questionnaire. The overall distribution of the data was examined through the descriptive statistics while the Mann-Whitney U, Kruskall-Wallis H, and Jonckheere-Terpstra tests were employed to determine the differences and trends. The results showed that most of the pre-service teachers believed in e-democracy, while they rarely participated in e-politics. Findings also indicated that Internet use skills, frequency of Internet use, voting, and civic group membership had significant effects on specific components of e-democracy. The impacts of the results were discussed in terms of teacher education. The results highlight the need for integration of e-democracy components into the pre-service teacher education curriculum.