| EUROPEAN UNION RELATIONS | |||||
| Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 | ||
| Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
| EDT5019 | Information Communication Technologies in Education | 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 |
| Course Lecturer(s): |
Dr. Öğr. Üyesi MUSTAFA POLAT |
| Recommended Optional Program Components: | None |
| Course Objectives: | Examine the effect of Information and Communication Technologies (ICT) on learning and instruction, specifically investigate how ICT might change students’ learning and administrators’ management. |
|
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. 10. to be able to design a technology integrated and student-centered lesson. |
| 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. |
| 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 Lesson | |
| 11) | Group Project Presentation | |
| 12) | Selecting and Evaluating Technology for Effective Learning and Teaching | |
| 13) | The Use of Technology in Different Subject Matters | |
| 14) | The Use of Technology in Different Subject Matters |
| 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: | Yok - None |
| Semester Requirements | Number of Activities | Level of Contribution |
| Homework Assignments | 7 | % 45 |
| Midterms | 1 | % 20 |
| Final | 1 | % 35 |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 65 | |
| PERCENTAGE OF FINAL WORK | % 35 | |
| Total | % 100 | |
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | To be able to examine, interpret data and assess ideas with the scientific methods in the area of EU studies. | 2 |
| 2) | To be able to inform authorities and institutions in the area of EU studies, to be able to transfer ideas and proposals supported by quantitative and qualitative data about the problems. | 2 |
| 3) | To be introduced to and to get involved in other disciplines that EU studies are strongly related with (political science, international relations, law, economics, sociology, etc.) and to be able to conduct multi-disciplinary research and analysis on European politics. | 3 |
| 4) | To be able to evaluate current news on European Union and Turkey-EU relations and identify, analyze current issues relating to the EU’s politics and policies. | 2 |
| 5) | To be able to use English in written and oral communication in general and in the field of EU studies in particular. | 1 |
| 6) | To have ethical, social and scientific values throughout the processes of collecting, interpreting, disseminating and implementing data related to EU studies. | 1 |
| 7) | To be able to assess the historical development, functioning of the institutions and decision-making system and common policies of the European Union throughout its economic and political integration in a supranational framework. | 2 |
| 8) | To be able to evaluate the current legal, financial and institutional changes that the EU is going through. | 2 |
| 9) | To explain the dynamics of enlargement processes of the EU by identifying the main actors and institutions involved and compare previous enlargement processes and accession process of Turkey. | 2 |
| 10) | To be able to analyze the influence of the EU on political, social and economic system of Turkey. | 2 |
| 11) | To acquire insight in EU project culture and to build up project preparation skills in line with EU format and develop the ability to work in groups and cooperate with peers. | 2 |
| 12) | To be able to recognize theories and concepts used by the discipline of international relations and relate them to the historical development of the EU as a unique post-War political project. | 3 |