The aim of the study is to investigate the possible effect of web-supported teaching on students teachers' attitudes and academic achievement in Human Rights, Democracy and Citizenship Education. 

In Turkey there is an emphasis on a democratic education in rhetoric. As part of the democratic education Human Rights, Democracy and Citizenship Education (HRDCE) is integrated into school curricula embedded in social studies curricula. Moreover, a new separate curricula were introduced to 4^th and 10^th grades in primary and high schools. (M.E.B., 2011). When one analyses the democratic societies, it can easily be concluded that a grass-root approach is needed for democratic principles and methods to last. In order to achieve a grass-root approach teacher education is also vital to equip teacher canditates with skill, knowledge and attitudes toward democratic education. Turkish school curricula is based on a constructivist approach. However, it is hard to say that in reality constructivist model is being carried out in classrooms. Constructivism and ICT

Proponents of constructivist approach argue that the more real life problems integrated into teaching and learning process the more meaningful learning is for pupils (Yucel et al,. 2010). Active citizenship appears to be the right approach for a successful citizenship education. As opposed to static citizenship, pupils engaged in social problems and real life situations construct their knowledge more meaningfully (Miraftab and Wills, 2005). Moreover, it helps them form values and dispositions.

ICT and the internet especially, provide tools for teachers and students to carry out activities that were not possible in traditional classroom environments. Because of the nature of the internet, teachers can create environments for students to actively participate in activities about rights and responsibilities, democratic movements, such as using social media to promote certain ideas or prevent crimes against children etc.

ICT looks like having an impact on students’ attitudes towards learning. Human behaviors are affected by attitudes and may be vice versa. Thus, it may also worthwhile to take attitudes into account when trying to understand effect of ICT on students’ achievement.

Thus this study try to find out answers to the following research questions:

Does web-supported HRDCE teaching positive impact on student teachers’ learning?

Does web-supported HRDCE teaching positive impact on student teachers’ attitudes towards ICT?

Does web-supported HRDCE teaching positive impact on student teachers’ attitudes towards HRDCE?

What do the instructors think about the impact of web-supported HRDCE teach on their students’ achievements and attitudes?

What do the student teachers think about the impact of web-supported HRDCE teach on their achievements and attitudes? 

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