MAT5033 Communication and Technology in Mathematical EducationBahçeşehir UniversityDegree Programs APPLIED MATHEMATICS (TURKISH, NON-THESIS)General Information For StudentsDiploma SupplementErasmus Policy StatementNational QualificationsBologna Commission
APPLIED MATHEMATICS (TURKISH, NON-THESIS)
Master TR-NQF-HE: Level 7 QF-EHEA: Second Cycle EQF-LLL: Level 7

Course Introduction and Application Information

Course Code Course Name Semester Theoretical Practical Credit ECTS
MAT5033 Communication and Technology in Mathematical Education Spring 3 0 3 12
This catalog is for information purposes. Course status is determined by the relevant department at the beginning of semester.

Basic information

Language of instruction: Turkish
Type of course: Must Course
Course Level:
Mode of Delivery: Face to face
Course Coordinator : Prof. Dr. TUFAN ADIGÜZEL
Recommended Optional Program Components: None
Course Objectives: This course aims to develop a well-articulated perspective on information and communications technology in education informed by personal experience and critical examination of computer resources, curriculum, and educational practice.

Learning Outcomes

The students who have succeeded in this course;
1. to be able to describe the integration of Information and Communication Technologies (ICTs) into teaching-learning process from different perspectives.
2. to be able to explain the major elements of ICT integration into teaching-learning process.
3. to be able to explain the effects of ICT on learning and instruction.
4. to be able to understand Ministry of Education’s politics and projects related to ICT.
5. to be able to explain the obstacles to ICT integration and develop solution strategies for these obstacles.
6. to be able to understand the necessary factors for the effective use of ICT in schools.
7. to be able to explain the basic elements of a school technology plan.
8. to be able to compare models regarding school technology planning.
9. to be able to identify, select, and evaluate appropriate technologies to improve teaching and learning of mathematics.
10. to be able to design a technology integrated and student-centered math lesson.

Course Content

Examine the effect of Information and Communication Technologies (ICT) on learning and instruction, specifically investigate how ICT might change students’ learning and administrators’ management. An overview of designing learning experiences presented with e-learning by using instructional design process. Examining and evaluating ICT applications that students, teachers, and administrators can use for effective learning and management.

Weekly Detailed Course Contents

Week Subject Related Preparation
1) Discussing the Course Syllabus and the Requirements of the Course
2) ICT Integration into Teaching-Learning Process: Definitions, Models, and Perspectives
3) ICT Integration into Teaching-Learning Process: Definitions, Models, and Perspectives
4) Teacher Competencies for Technology Integration, Standards
5) Ministry of Education’s ICT Politics and Projects
6) Current Situation in ICT Integration and The Obstacles to The Integration of ICT in Education
7) Necessary Conditions for the Use of ICT in Schools
8) Components of a School Technology Plan
9) Models and Research on School Technology Planning
10) Planning and ICT Integrated Math Lesson
11) Group Project Presentation
12) Selecting and Evaluating Technology for Effective Learning and Teaching
13) The Use of Technology in Math Education
14) The Use of Technology in Math Education

Sources

Course Notes / Textbooks: Demiraslan, Y. & Usluel, Y. (2005). Bilgi ve İletişim Teknolojilerinin Öğrenme-Öğretme Sürecine Entegrasyonunda Öğretmenlerin Durumu, The Turkish Online Journal of Educational Technology, 4(3), 119-123.

Guzman, A. & Nussbaumt, M. (2009). Teaching competencies for technology integration in the classroom. Journal of Computer Assisted Learning, 25, 453-469.

ISTE (2008). ISTE’s Educational Technology Standards for Teachers. USA: ISTE. 7 Agustos 2012 tarihinde http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/
2008Standards/NETS_for_Teachers_2008.htm adresinden alınmıştır.

Rasinen, A. (2003). An analysis of the technology education curriculum of six countries. Journal of Technology Education, 15.

Usluel-Koçak,Y., Mumcu-Kuşkaya,F. & Demiraslan Y. (2007). Öğrenme-öğretme sürecinde bilgi ve iletişim teknolojileri: Öğretmenlerin entegrasyon süreci ve engelleriyle ilgili görüşleri, Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 32, 164-179.
References:

Evaluation System

Semester Requirements Number of Activities Level of Contribution
Attendance 14 % 10
Homework Assignments 7 % 30
Seminar 1 % 20
Final 1 % 40
Total % 100
PERCENTAGE OF SEMESTER WORK % 60
PERCENTAGE OF FINAL WORK % 40
Total % 100

ECTS / Workload Table

Activities Number of Activities Duration (Hours) Workload
Course Hours 14 3 42
Homework Assignments 7 10 70
Midterms 1 30 30
Final 1 60 60
Total Workload 202

Contribution of Learning Outcomes to Programme Outcomes

No Effect 1 Lowest 2 Low 3 Average 4 High 5 Highest
           
Program Outcomes Level of Contribution
1) Ability to assimilate mathematic related concepts and associate these concepts with each other.
2) Ability to gain qualifications based on basic mathematical skills, problem solving, reasoning, association and generalization.
3) Be able to organize events, for the development of critical and creative thinking and problem solving skills, by using appropriate methods and techniques.
4) Ability to make individual and team work on issues related to working and social life.
5) Ability to transfer ideas and suggestions, related to topics about his/her field of interest, written and verball.
6) Ability to use mathematical knowledge in technology.
7) To apply mathematical principles to real world problems.
8) Ability to use the approaches and knowledge of other disciplines in Mathematics.
9) Be able to set up and develope a solution method for a problem in mathematics independently, be able to solve and evaluate the results and to apply them if necessary.
10) To apply mathematical principles to real world problems.
11) To be able to conduct a research either as an individual or as a team member, and to be effective in each related step of the project, to take role in the decision process, to plan and manage the project by using time effectively.
12) To be able to acquire necessary information and to make modeling in any field that mathematics is used and to improve herself/himself.