| PSYCHOLOGY | |||||
| Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 | ||
| Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
| EDT5015 | Technology Management in Organizations | Spring | 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 |
| Recommended Optional Program Components: | None |
| Course Objectives: | To purpose of this course is to provide educators with both the theoretical and the practical competencies for planning, implementing and managing technology in educational organizations. |
|
The students who have succeeded in this course; o Define basic concepts related to technology planning and management, o Explain models related to technology planning and management, o Analyze factors of effective to technology management in organizations, o Evaluate process of technology planning and management in various organizations. |
| Basic concepts, models and strategies related to planning and management of technology in organizations. Technology integration models and technology acceptance model. Critical factors and innovations in technology management. Selecting and using technology in organizations; multimedia, the Internet, distance learning, web 2.0. Competencies of leaders, technology coordinators and educator for technology transfer, adaptation and management. Planning, developing and evaluating technology applications in organizations: hardware, software, staff development, facilities, and finances. Examining related case studies. |
| Week | Subject | Related Preparation |
| 1) | Introduction | |
| 2) | Basic concepts related to planning and management of technology in organizations. | |
| 3) | Models and strategies related to planning and management of technology in organizations. | |
| 4) | Technology integration models | |
| 5) | Technology acceptance model | |
| 6) | Technology competencies for educators | |
| 7) | Selecting and using technology: New technologies | |
| 8) | Selecting and using technology: New technologies | |
| 9) | Planning, developing and evaluating technology applications in organizations | |
| 10) | Planning, developing and evaluating technology applications in organizations | |
| 11) | Planning, developing and evaluating technology applications in organizations | |
| 12) | Examining related case studies. | |
| 13) | Examining related case studies. | |
| 14) | Examining related case studies. |
| Course Notes / Textbooks: | Anthony G. Picciano, A.G. (2010). Educational Leadership and Planning for Technology (5th Edition), USA: Prentice Hall |
| References: | Law, N., Yuen, A. & Fox, R. (2011). Educational Innovations Beyond Technology: Nurturing Leadership and Establishing Learning Organizations. USA: Springer. |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | 14 | % 10 |
| Field Work | 1 | % 20 |
| Homework Assignments | 2 | % 10 |
| Presentation | 2 | % 10 |
| Project | 1 | % 50 |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 50 | |
| PERCENTAGE OF FINAL WORK | % 50 | |
| Total | % 100 | |
| Activities | Number of Activities | Duration (Hours) | Workload |
| Course Hours | 14 | 3 | 42 |
| Field Work | 1 | 40 | 40 |
| Presentations / Seminar | 2 | 12 | 24 |
| Project | 1 | 60 | 60 |
| Homework Assignments | 2 | 12 | 24 |
| Total Workload | 190 | ||
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | Develop close interest in human mind and behavior, and attain critical thinking skills (in particular the ability to evaluate psychological theories using empirical evidence), as well as appreciating psychology as an evidence based science. | |
| 2) | Gain a biopsychosocial understanding of human behavior, namely, the biological, psychological, social determinants of behavior. | |
| 3) | Acquire theoretical and applied knowledge and learn about basic psychological concepts and perspectives | |
| 4) | Familiarize with methodology and data evaluation techniques by being aware of scientific research methods (i.e. correlational, experimental, longitudinal, case study). | |
| 5) | Employ ethical sensitivity while doing assessment, research or working with groups. | |
| 6) | Familiarize with the essential perspectives of psychology (cognitive, developmental, clinical, social, behavioral, and biological). | |
| 7) | Get the opportunity and skills to evaluate qualitative and quantitative data, write reports, and present them. | |
| 8) | Attain preliminary knowledge for psychological measurement and evaluation. | |
| 9) | To have a basic knowledge of other disciplines (e.g. sociology, history, political science, communication studies, philosophy, anthropology, literature, law, art, etc) that can contribute to psychology and to be able to make use of this knowledge in understanding and interpreting of psychological process. | 3 |