This monograph will make no attempt to analyze the personality of the ideal teacher. It is assumed that the teacher of history has an adequate preparation to teach his subject, that he is in good health, and that his usefulness is unimpaired by discontent with his work or cynicism about the world. It is presupposed that he understands the wisdom of correlating in his instruction the geography, social progress, and economic development of the people which his class are studying. He is aware that the pupil should experience something more than a kaleidoscopic view of isolated facts. He recognizes the folly of requiring four years of high school English for the purpose of cultivating clear, fluent, and accurate expression, only to relax the effort when the student comes into the history class. He knows that the precision, logic, and habit of definite thinking exacted by the pursuit of the scientific subjects should not be laid aside when the student attempts to trace the rise of nations. Let us go so far as to assume a teacher who is both pedagogical and practical; scholarly without being musty; imbued with a love for his subject and yet familiar with actual human experience.

Bilgi ve iletişim teknolojilerinde hızla meydana gelen gelişmeler, bireylerin gündelik yaşamında önemli bir yer edinmiş, bu durum vatandaşlık biçimlerine yeni bir soluk kazandırmıştır. Yaygınlaşan dijital teknolojilerin artan kullanımı ile birlikte her birey adeta dijital dünyanın vatandaşı konumuna gelmiştir. Bu durum yeni etkileşim biçimleri ve sorumlulukları da beraberinde getirmiştir. Dijital vatandaşlık eğitimi bu bakımdan her geçen gün önemi daha fazla artan bir ihtiyaç haline gelmiştir. İşte bu kitap, iyi bir dijital vatandaş yetiştirmede kullanılacak bir başvuru eseri olması amacıyla hazırlanmıştır. İçerisinde bölümler olarak sunulan oturumlar her bir dijital vatandaşlık boyutunu okuyucuya kazandırarak, neticesinde de iyi dijital vatandaşlar olmanın anahtarını sunmaktadır.

The school is a product of civilization. It became necessary because of the division of labor caused by the multiplication of the interests of mankind which made it impossible for the home to continue wholly to care for the training of its children. The history of education must not merely treat of the development of the school, but it must consider education in its broader meaning; that is, as a history of civilization. For this reason some of the great educators of the world who have not been school teachers, must receive consideration.