Week |
Subject |
Related Preparation |
1) |
Introduction |
|
2) |
European Idea; Aristide Briand’s project for a European Federal Link, 1929-1932 |
Book chapters and journal articles |
3) |
World War II and post-1945 European cooperation, 1945-1949 |
Book chapters and journal articles |
4) |
The treaty of Paris 1951, the European Community of Defense 1954 |
Book chapters and journal articles |
5) |
Leaders and European integration |
Book chapters and journal articles |
6) |
European and Global Economics |
Book chapters and journal articles |
7) |
Turkish Perceptions of the EU |
Book chapters and journal articles |
8) |
Midterm |
|
9) |
The World, the EU and Turkey after the End of the Cold War |
Book chapters and journal articles |
10) |
Common Foreign and Security Policy |
Book chapters and journal articles |
11) |
The Membership Perspective of Turkey |
Book chapters and journal articles |
12) |
The Membership Perspective of Turkey |
Book chapters and journal articles |
13) |
Visit to local sites of interest relating to the course topics- the EU representation in Berlin |
Book chapters and journal articles |
14) |
Visit to the German federal parliament, and potentially to the EU institutions in Brussels as well. |
Book chapters and journal articles |
|
Program Outcomes |
Level of Contribution |
1) |
To define concepts related to the latest knowledge, tools and other scientific resources for the teaching profession, educational technology and information technologies in terms of national and international standards. |
4 |
2) |
To explain the main elements of teaching strategies, methods and techniques, material design and assessment and evaluation processes that affect the development of educational technology integration. |
|
3) |
To develop competencies related to software languages, operating systems, computer networks and computer hardware. |
|
3) |
To use the most appropriate curriculum frameworks to plan lessons and activities based on active and student-centered learning integrated with technology. |
|
4) |
To use the most appropriate curriculum frameworks to plan lessons and activities based on active and student-centered learning integrated with technology. |
|
5) |
To plan, implement and evaluate classroom activities that utilize cutting-edge technologies to foster creativity, problem solving and critical thinking using scientific methods. |
|
6) |
To build strong theoretical and applied models to develop solutions to problems that focus on systems and human development within a learning organization. |
4 |
7) |
To review, evaluate and recommend strategies for technology integration based on the interests, needs, individual differences and developmental characteristics of students in primary and secondary education. |
|
8) |
To work individually and collaboratively in a team to carry out activities related to educational technology, information technology and the teaching profession in an interdisciplinary approach. |
4 |
9) |
To effectively use and evaluate educational technologies and appropriately designed instructional models as a means of achieving and meeting learning objectives and requirements. |
|
10) |
To utilize effective metacognitive techniques to make the classroom a community of learners engaged in lifelong learning activities. |
|
11) |
To prepare trainings and projects related to educational technology for the community and to provide counseling to individuals in enhancing learning through the appropriate use of technology. |
4 |
12) |
To implement cost and time sensitive strategies to support individuals and organizations to carry out their work more effectively. |
|
13) |
To equip teachers to be pioneers and models in the application of technology for educational purposes using ethical and legal standards and to keep pace with changing technology. |
|
14) |
To investigate efficient design solutions and existing standards used today for educational technologies, curricula, innovations and outcomes related to work, school, education sector and virtual world. |
|
15) |
To gain fluency in interpersonal communication, teaching frameworks and the use of different technologies in relation to national norms and laws. |
4 |