EDUCATIONAL TECHNOLOGY (ENGLISH, 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
EDT5019	Information Communication Technologies in Education	Fall	3	0	3	8

This catalog is for information purposes. Course status is determined by the relevant department at the beginning of semester.

Basic information

Language of instruction:	English
Type of course:	Departmental Elective
Course Level:
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.

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.
10. to be able to design a technology integrated and student-centered lesson.

Course Content

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 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

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:

Yok - None

Evaluation System

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

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)	Being able to develop and deepen their knowledge at the level of expertise in the same or a different field, based on undergraduate level qualifications.
2)	To be able to comprehend the interdisciplinary interaction with which the field is related.
3)	To be able to use the theoretical and applied knowledge at the level of expertise acquired in the field.
4)	To be able to interpret and create new knowledge by integrating the knowledge gained in the field with the knowledge from different disciplines.
5)	To be able to solve the problems encountered in the field by using research methods.
6)	To be able to systematically transfer current developments in the field and their own studies to groups in and outside the field, in written, verbal and visual forms, by supporting them with quantitative and qualitative data.
7)	To be able to critically examine social relations and the norms that guide these relations, to develop them and take action to change them when necessary.
8)	To be able to critically evaluate the knowledge and skills acquired in the field of expertise and to direct their learning.
9)	To be able to supervise and teach these values by observing social, scientific, cultural and ethical values in the stages of collecting, interpreting, applying and announcing the data related to the field.
10)	To be able to develop strategy, policy and implementation plans in the fields related to the field and to evaluate the obtained results within the framework of quality processes.
11)	To be able to use the knowledge, problem solving and/or application skills they have internalized in their field in interdisciplinary studies.
12)	Being able to independently carry out a work that requires expertise in the field.
13)	To be able to develop new strategic approaches for the solution of complex and unpredictable problems encountered in applications related to the field and to produce solutions by taking responsibility.
14)	Being able to lead in environments that require the resolution of problems related to the field.