Research in Social Sciences and Technology <p><em><strong>Research in Social Sciences and Technology (RESSAT)</strong></em> is an international journal that aims to publish scholarly work in the social sciences, technology, and their impact on education. The journal publishes original research articles, review articles, editorials, and book reviews.</p> <p>&nbsp;The RESSAT is an open access journal, with free access for each visitor. The journal uses an online submission system to ensure the international visibility and the rigid peer review process. The journal is published twice a year in online version.</p> <p>The overarching goal of the journal is to disseminate origianl research findings that make significant contributions to different areas of social sciences and technology with emphasis on education. The aim of the journal is to promote the work of academic researchers in social sciences, education and technology.</p> <p><strong>Focus and Scope</strong></p> <p><img src="/public/site/images/btarman/2018_v3_issue_31.png" width="266" height="385"></p> <p>The topics related to this journal include but are not limited to:</p> <ul> <li class="show"><em>General Education</em></li> <li class="show"><em>History</em></li> <li class="show"><em>Geography</em></li> <li class="show"><em>Philosophy</em></li> <li class="show"><em>Law&nbsp;</em></li> <li class="show"><em>Economic</em></li> <li class="show"><em>Political Science</em></li> <li class="show"><em>Sociology. criminology. demography</em></li> <li class="show"><em>Communication and Culture</em></li> <li class="show"><em>Educational Assessment and Evaluation</em></li> <li class="show"><em>Intercultural Communication</em></li> <li class="show"><em>International and Comparative Education</em></li> <li class="show"><em>Transnationalism in Education</em></li> </ul> Research in Social Sciences and Technology en-US Research in Social Sciences and Technology 2468-6891 Editorial: Technologization of Global Citizenship Education as Response to Challenges of Globalization <p>Cultural, linguistic, and economic exchanges between communities, including nations, are as old as civilization itself, but only recently did such exchanges receive an appropriate and universally recognized name: globalization. Naming the process caused a significant shift in how globalization came to be perceived, and it has become an important issue in political agendas, economic policies, and cultural aspirations. In other words, globalization helped shape and refine debates about global interconnections and interdependence, universality of human rights, and the importance of economic and social justice.</p> Anatoli Rapoport ##submission.copyrightStatement## 2020-01-10 2020-01-10 5 1 i vii Wielding Social Media in the Cyber-Arena: Globalism, Nationalism, and Civic Education <p>Information technology is a tool, and its effects on global citizenship education (GCED) depend on who uses the technology, how it is employed, and for what purpose. In theory, technology use <em>could</em> provide significant benefits toward achievement of GCED goals. Globalization has demanded an educational response — to prepare the young for productive engagement with the emerging global community. Technology <em>could</em> play a positive role in effective GCED. But globalization has come at a cost; it has produced winners and losers. Among the losers are those economically displaced as manufacturing jobs move elsewhere; they are resentful of foreigner and fearful of an uncertain future. For them, global citizenship is anathema. They are susceptible to manipulation by malign forces eager to exploit any perceived rifts in the post-war world order. For them, technology is a weapon, as easily aimed at the aspirations of GCED as another apparent enemy.</p> <p>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Identifying how technology can be employed positively in GCED is important, but not enough. Young people must also understand the conflict between globalization and alt-right nationalist populism, much of it carried out in the cyber-arena of the Internet and social media. New technologies have armed adversaries with tools to manipulate opinion and foment disorder.</p> <p>how technology is employed to undermine global citizenship education, as well as the democracies of the West. This they can witness in the gladiatorial combat between globalization and nationalist populism —between democracy and authoritarianism — in the cyber-arena.</p> <p>This article explores how technology is a double-edged sword – a tool for good and a tool for mischief. It draws from current research and news reporting on methods and effects of online manipulation. The article concludes by describing international efforts to defend against social media assaults on democracy and by identifying the new knowledge and skills citizens must acquire for positive civic engagement in the global cyber-arena.</p> <p>&nbsp;</p> Charles S. White ##submission.copyrightStatement## 2020-01-10 2020-01-10 5 1 1 21 A Window, Mirror, and Wall: How Educators Use Twitter for Professional Learning <p>Teachers and other professionals increasingly utilize Twitter as a medium for professional expression and professional learning. These types of Twitter exchanges often take place in formal chats which are moderated by professional organizations or other knowledge brokers in the field. As moderated public online forums become more common, educators may wish to understand the benefits and limitations of this type of professional learning. This paper reports on a study of educators’ discourse in two hosted Twitter chats focused on global education and analyzes the ways in which these types of chats align with research on high-quality professional learning. Results indicate that Twitter chats provide multiple components of high-quality professional learning, namely a focus on content, collaboration, and teacher agency; to a lesser extent, they may provide peer coaching and allow for conversations across a sustained duration. However, other components of meaningful professional learning are not possible in this context, as it is not job-embedded and does not provide active learning or supported opportunities to practice.</p> Elizabeth Sturm Laura Quaynor ##submission.copyrightStatement## 2020-01-10 2020-01-10 5 1 22 44 Leveraging Technology to Promote Global Citizenship in Teacher Education in the United States and Brazil <p>With globalization and the increase of technology, collaborative work between institutions from different countries is a reality. Beginning in 2018, two teacher education programs, one in the United States and one in Brazil, developed a partnership to promote collaborative activities in curriculum and instruction, scholarship and research, and for student and faculty exchange. Critical pedagogy and social justice approaches to global citizenship education in teacher preparation&nbsp;guided the partnership’s collaborative activities toward the development of pre-service teachers’ global competencies and ability to integrate technologies as users and educators. This empirical research article presents an exploratory case study of a transnational, collaborative curricular project that leveraged technology in courses for pre-service teachers in the United States (n=12) and Brazil (n=10). The study explores the extent to which course content and activities facilitated pre-service teachers’ development of global competencies and ability to employ emerging technologies for learning and offers implications for practice.&nbsp;</p> Michael Kopish Welisson Marques ##submission.copyrightStatement## 2020-01-10 2020-01-10 5 1 45 69 Re/coding Global Citizenship: How Information and Communication Technologies have Altered Humanity… and Created New Questions for Global Citizenship Education <p>In the broadest sense, the concept of global citizenship education (GCE) includes many facets of a rapidly changing world and concepts in education. The information and communication technology (ICT) advances of the last few decades have created opportunities for educational connection and interaction through digital spaces at all levels, local and global. In linking technology with global citizenship, neither GCE nor ICTs can be assumed to be mutually progressive and/or mutually beneficial. In recent years, governments have moved to centralize ICT technologies exacting more control over their use for surveillance, including the weaponization of ICTs for strategic gains. This complicates the work of GCE scholars and practitioners in unforeseen ways as centralized control limits decentralized interactions. ICT concepts and philosophical stances are explored and defined to address how GCE scholars and practitioners can reimagine and reframe the tenets of the field within this informational world. Key topics discussed include complications of GCE in the infosphere, digital citizenship &amp; GCE, and teaching GCE in the age of “inforgs” &amp; digital identities.</p> Gabriel Swarts ##submission.copyrightStatement## 2020-01-10 2020-01-10 5 1 70 85 Analysis of U.S., Kenyan, and Finnish Discourse Patterns in a Cross-Cultural Digital Makerspace Learning Community Through the IBE-UNESCO Global Competences Framework <p>In 2017, the International Bureau of Education (IBE) at the United Nations Educational, Scientific and Cultural Organization (UNESCO) put forth seven global competences to address accelerating technological progress and increasing levels of complexity and uncertainty affecting many facets of society (Marope, 2017). These competences were used in examining participant discourse in a global, collaborative digital makerspace environment, where students ages 12 to 17 from six countries develop and share STEM-focused media artifacts. The participants communicate synchronously through video conference calls, referred to as online global meet-ups. The meet-ups allow students to present media artifacts they have created, share ideas, exchange information, and provide feedback. In this analysis, epistemic network analysis (ENA), a technique in quantitative ethnography, is used to examine the connections made among the IBE-UNESCO global competences in a meet-up involving participants from Finland, Kenya, and the U.S. ENA network models were created initially for the three sites, then further disaggregated by time segment to analyze how participant discourse patterns may have evolved in each context. Through this approach, the paper explores more broadly the interactive role of media making, cross-cultural engagement, and collaborative learning in the development of global competences in students.</p> Danielle P. Espino Seung B. Lee Lauren Van Tress Toby T. Baker Eric R. Hamilton ##submission.copyrightStatement## 2020-01-10 2020-01-10 5 1 86 100