| ENGLISH LANGUAGE EDUCATION (ENGLISH, NONTHESIS, DE) | |||||
| Master | TR-NQF-HE: Level 7 | QF-EHEA: Second Cycle | EQF-LLL: Level 7 | ||
| 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: | Departmental Elective |
| Course Level: | |
| Mode of Delivery: | Face to face |
| Course Coordinator : | Assist. Prof. YAVUZ SAMUR |
| Course Lecturer(s): |
Assist. Prof. 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) | Possessing fundamental theoretical and factual knowledge in the field of language education | |
| 2) | Understanding key concepts related to English language teaching and second language acquisition, as well as the relationships between these concepts | |
| 3) | Following current developments in educational sciences and foreign language teaching | |
| 4) | Understanding and evaluating curricula, strategies, approaches, methods, and techniques related to foreign language teaching | |
| 5) | Acquiring and developing practical skills related to language education | |
| 6) | Effectively applying scientific and pedagogical knowledge in teaching processes | |
| 7) | Applying teaching strategies, methods, and techniques appropriate to students' proficiency levels and individual differences | |
| 8) | Utilizing academic and technological resources (including CALL and MALL) in the field of foreign language teaching | |
| 9) | Selecting and developing appropriate instructional materials based on students’ needs | |
| 10) | Sharing knowledge and skills in language education with academic and professional communities | |
| 11) | Continuously developing professionally by keeping up with recent advancements in foreign language teaching | |
| 12) | Adapting teaching processes according to existing conditions and effectively implementing assessment and evaluation methods | |
| 13) | Demonstrating autonomy and responsibility in educational and teaching processes |