| AMERICAN CULTURE AND LITERATURE | |||||
| Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 | ||
| Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
| EDT5001 | Educational Technology Field, Theory and Profession | Fall | 3 | 0 | 3 | 8 |
| This catalog is for information purposes. Course status is determined by the relevant department at the beginning of semester. |
| Language of instruction: | English |
| Type of course: | Non-Departmental Elective |
| Course Level: | Bachelor’s Degree (First Cycle) |
| Mode of Delivery: | Face to face |
| Course Coordinator : | Dr. Öğr. Üyesi YAVUZ SAMUR |
| Course Lecturer(s): |
Dr. Öğr. Üyesi YAVUZ SAMUR Dr. Öğr. Üyesi ENİSA MEDE |
| Recommended Optional Program Components: | None |
| Course Objectives: | The course provides you with the foundational and working knowledge necessary to initiate steps toward becoming a professional in the field of educational technology. You will explore different aspects of the field, including the assets, opportunities and career paths in educational technology. |
|
The students who have succeeded in this course; When successfully complete the course, students will be able to: • describe the history and foundations of the field • relate learning technologies to learning theories • define educational technology and distinguish among its components and related fields (e.g., information technology, instructional design, knowledge representation, human performance technologies) • initiate steps toward becoming a professional in the field of educational technology • Discuss learner and learning environment characteristics and relate those with potential application of educational technologies • Design a (for an information technology based lesson) storyboard for a given a set of learning problems, and discuss the components of the interface in relation to major learning theories. • Construct arguments over technology use in solving a learning problem |
| The evolution of technology; the concept of education; technology and education-society-economy relations; the relationship between education and informatics; educational technology as a discipline; theories, concepts and principles in educational technology; the historical development of educational technology and its future; learning theories applied to any learning issue and problem |
| Week | Subject | Related Preparation |
| 1) | Schooling and technology | |
| 2) | Education as system and place of educational technology as a component | |
| 3) | Major learning theories and relations with educational technology | |
| 4) | Technology applications in learning environments (i.e., conventional and emerging tools and mediums) | |
| 5) | Technology applications in learning environments (i.e., tutorials, simulations, microworlds, ITSs) | |
| 6) | Learning problems and learning environments | |
| 7) | Learning environments and interaction design | |
| 8) | Components of Instructional design | |
| 9) | Instructional design models | |
| 10) | Educational technology research examples_1 | |
| 11) | Educational technology research examples_2 | |
| 12) | Educational technology research examples_3 | |
| 13) | Creating technology based learning environments | |
| 14) | Assesment and evaluation in technology based learning environments |
| Course Notes / Textbooks: | - |
| References: | - |
| Semester Requirements | Number of Activities | Level of Contribution |
| Project | 2 | % 50 |
| Midterms | 1 | % 20 |
| Final | 1 | % 30 |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 20 | |
| PERCENTAGE OF FINAL WORK | % 80 | |
| Total | % 100 | |
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | Upon graduation, students will acquire key skills and attributes to conduct research to use research tools, to solve problems, to communicate effectively and to transfer skills to the workplace. | |
| 2) | Upon graduation, students will have developed the ability to discuss key issues in fluent English. | |
| 3) | Upon graduation, students will have developed the ability to compose written documents in English with a mature prose style. | 4 |
| 4) | Upon graduation, students will have gained broad knowledge of the American and English literary canons. | 4 |
| 5) | Upon graduation, students will have developed the ability to analyze, synthesize and criticize sophisticated works of American and English literature. | 4 |
| 6) | Upon graduation, students will have achieved in depth the understanding of contemporary American culture. | 3 |
| 7) | Upon graduation, students will have developed the ability to draw links among diverse literary texts and documents and establish critical connections and adopt an interdisciplinary attitude. | 3 |
| 8) | Upon graduation, students will be able to develop new projects individually or in teams. | 3 |
| 9) | Upon graduation, students will be able to apply their knowledge into their lives for interdisciplinary problem-solving and solutions. | 4 |