| EDUCATIONAL TECHNOLOGY (ENGLISH, THESIS) | |||||
| Master | TR-NQF-HE: Level 7 | QF-EHEA: Second Cycle | EQF-LLL: Level 7 | ||
| Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
| ELT5005 | Teaching English as a Foreign Language and the Learner | 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: | Departmental Elective |
| Course Level: | |
| Mode of Delivery: | Face to face |
| Course Coordinator : | Dr. Öğr. Üyesi AYLİN TEKİNER TOLU |
| Recommended Optional Program Components: | None |
| Course Objectives: | Every classroom contains individuals who have diverse strengths, backgrounds, and learning approaches. Different classrooms, too, feature different student dynamics. ELT 5005 aims to aid the teacher in identifying these individual and group features and to equip him/her with tools to serve the students and to manage the classroom effectively. |
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The students who have succeeded in this course; Upon completion of the course, the student-teacher will be familiar with motivational and behavioral factors that affect academic performance in both individuals and groups. With this enhanced familiarity will come enhanced ability: the student-teacher will have the tools to create learning environments that encourage positive social interaction and active engagement in learning, which will be marked by higher degrees of learner autonomy. |
| Brain-based learning, multiple intelligences, learning styles and strategies, communication techniques, classroom management strategies, learner autonomy, and learner training all represent important components of the course. Furthermore, the class borrows from educational psychology to address motivation, attitude, personality factors, and cognitive styles as they relate to the classroom. Assessment is measured both through students’ ability to demonstrate their understanding of the key themes as well as their ability to apply this knowledge to specific classroom situations. |
| Week | Subject | Related Preparation |
| 1) | Course introduction Needs Analysis Introduction to Learning Disabilities | |
| 2) | Individual Differences and Learning Disabilities | |
| 3) | Learner Differences and Learning Disabilities in ELT | |
| 4) | Brain-based learning | |
| 5) | Learning Styles | |
| 6) | Multiple intelligences | |
| 7) | Multiple Intelligences Theory and Second Language Learning | |
| 8) | Beliefs and Attitudes (in Language Learning and Teaching) | |
| 9) | Personality Factors in Language Learning | |
| 10) | Learner Autonomy | |
| 11) | Language Learning Strategies | |
| 12) | Stress and Anxiety in Language Learning and Teaching | |
| 13) | Motivation in Language Learning | |
| 14) | Action Research in ELT |
| Course Notes / Textbooks: | Armstrong, T. (2009). Muliple Intelligences in the Classroom (3rd Ed). Alexandria, Virginia: Association of Supervision and Curriculum Development. Cipani, E. (2004). Classroom Management for all Teachers, (2nd ed). Upper Saddle River, New Jersey: Pearson Prentice Hall. |
| References: |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | 10 | % 10 |
| Homework Assignments | 10 | % 30 |
| Presentation | 1 | % 20 |
| Project | 1 | % 40 |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 60 | |
| PERCENTAGE OF FINAL WORK | % 40 | |
| Total | % 100 | |
| Activities | Number of Activities | Duration (Hours) | Workload |
| Course Hours | 14 | 3 | 42 |
| Presentations / Seminar | 1 | 10 | 10 |
| Project | 1 | 40 | 40 |
| Homework Assignments | 10 | 10 | 100 |
| Total Workload | 192 | ||
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | Students will be able to demonstrate theoretical and practical knowledge in the areas of Educational/Instructional Technology. | |
| 2) | Students will be able to conduct research in the area of Educational/Instructional Technology. | |
| 3) | Students will be able to plan and evaluate in the process of teaching information technologies. | |
| 4) | Students will be able to select and implement appropriate strategies and techniques for teaching information technologies. | |
| 5) | Students will be able to put their theoretical information into practice in the area of Educational/Instructional Technology. | |
| 6) | Students will be able to design and develop educational materials, software and games. | |
| 7) | Students will be able to implement information technologies effectively in and outside of educational environments. | |
| 8) | Students will be able to measure and evaluate learners' performances in educational environments. | |
| 9) | Students will be able to self-improve their knowledge continuously in information technologies. | |
| 10) | Students will be able to act ethically in electronic and non-electronic educational environments, and pass these values to next generations. | |
| 11) | Students will be able to plan, manage, and evaluate educational projects. | |
| 12) | Students will be able to find out the technologic necessities of companies, and set up these technologies. |