| EDUCATIONAL TECHNOLOGY (TURKISH, PHD) | |||||
| PhD | TR-NQF-HE: Level 8 | QF-EHEA: Third Cycle | EQF-LLL: Level 8 | ||
| Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
| EDT6010 | Technology-Aided Learning | Fall | 3 | 0 | 3 | 10 |
| Language of instruction: | Turkish |
| Type of course: | Must Course |
| Course Level: | |
| Mode of Delivery: | Face to face |
| Course Coordinator : | Prof. Dr. ŞEFİKA FEZA ORHAN |
| Recommended Optional Program Components: | None |
| Course Objectives: | Current trends in instructional technology continue to evolve in support of learning processes. In this context, the primary aim of this course is to ensure that doctoral graduates have a solid understanding of the scientific foundations underlying the design of technology-supported/enhanced learning environments and their impact on learning outcomes, and that they can actively contribute to design processes. One key dimension of instructional technology is to develop instructional solutions to address learning-related problems. |
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The students who have succeeded in this course; Students who successfully complete this course will be able to: Identify research areas involved in the design of learning environments supported by the integration of technological tools and analyze their relationship to the field. Describe the characteristics of the design, development, implementation, and evaluation phases of instructional processes enhanced by the integration of technological tools. Recognize the stages of a Technology Integration Planning Model (TIPM) for the integration of technological tools. Develop the ability to read and analyze research related to the design, development, implementation, and evaluation of technology-enhanced instructional processes, including identifying strengths and weaknesses of the studies. |
| Which different disciplines are included in the field of educational technology research? (Those that influence and are influenced by it) Why should instructional design necessarily be based on technology integration? What are the indicators of successful technology integration? |
| Week | Subject | Related Preparation |
| 1) | Introduction, Objectives, Course Aim, Overview of the Course Schedule, and Discussion of the Resources | |
| 2) | 1. Recall • What is learning, and how does it occur? • What are the variables that affect learning (and achievement) in the school context? | Preparation Requirement: Students are expected to come prepared by reading Source 1, summarizing its key points, and generating at least three discussion questions based on the content. These questions should be clearly written and numbered to facilitate in-class discussion. |
| 3) | 2. Supporting Learning • Motivation • What are the key indicators of motivation? • Performance | Main Discussion Questions: What is motivation? What are the core components of the ARCS Model? (To be presented using a visual representation of the model) Is motivation solely related to the affective domain? What is the difference between intrinsic and extrinsic motivation? |
| 4) | 2. Supporting Learning • Motivation • What are the key indicators of motivation? • Performance | Within the framework of the ARCS Model, what is the importance of motivation in learning, what are its main indicators, and how is it related to instructional technologies? Note: Support your discussion with findings from at least two research articles published after 2015 that examine motivation as a variable in the context of technology integration. |
| 5) | Supporting the Learning/Teaching Process with Technological Tools What are the components of a learning environment? What do we mean by a learning environment supported by technological tools? | Read and come to class with notes (6) Roblyer, M.D. (2016) Integrating Educational Technology into Teaching Perspectives that define Educational Technology (p. 3/pdf 33) What have we learned from the past? (p. 9/pdf 38) Today’s Educational Technology Issues: Social, Educational, Cultural, Ethical (Table 1.4, p. 13/pdf 42) |
| 6) | Supporting the Learning/Teaching Process with Technological Tools What are the components of a learning environment? What do we mean by a learning environment supported by technological tools? | Instructional Technology Applications i. Video-Based Learning ii. Augmented Reality (AR) iii. Virtual Reality (VR) |
| 7) | Supporting the Learning/Teaching Process with Technological Tools | Instructional Technology Applications - Continued i. Blended Learning ii. Flipped Learning iii. Ubiquitous Mobile Learning iv. Microlearning v. Digital Games & Gamification |
| 8) | Supporting the Learning/Teaching Process with Technological Tools | Come to class with answers: (1) What are the eight trends that guide the field according to Reiser? Are there any additional trends to be considered? (4) What is the importance of the teacher's role as a designer in the technology integration process? |
| 9) | Education/ Technology/ The Fundamentals of Integrating Technology into the Instructional Process | 2. Integration Models a. Directed Models (Figure 2.7, pp. 36-41, pdf 41) and a.a. Directed Technology-Enhanced (TE) Strategies (pp. 52-53, pdf 81) Table 2.3 |
| 10) | Education/ Technology/ The Fundamentals of Integrating Technology into the Instructional Process Prerequisites for Successful Technology-Enhanced Learning (TEL) and Its Implementation Learning Theories, Instructional Design, and Technology Integration. Integration Based on Learning Theories: a. Technology-Enhanced Instructional Design Based on Directive Integration (Acquisition Metaphor) b. Technology-Enhanced Instructional Design Based on Constructivist Approaches (Generation Metaphor) c. Both Models | Course Process Each student will prepare one element of the model, but everyone will be familiar with the whole. |
| 11) | Technology Integration Planning Model a. What are the main steps of the Technology Integration Planning (TIP) Model? Do you have any new suggestions? b. Can we proceed without a model? | Hornack, A. M. (2011, April 22). Technology Integration Matrix. EDD 7914. Technology Integrated Teaching and Learning. Nova Southeastern University. https://fcit.usf.edu/matrix/ Kimmons, R., Graham, C. R., & West, R. E. (2020). The PICRAT model for technology integration in teacher preparation. Contemporary Issues in Technology and Teacher Education, 20(1). https://citejournal.org/volume-20/issue-1-20/general/the-picrat-model-for-technology-integration-in-teacher-preparation |
| 12) | TE Modelleri | Activity: Discussing the level of integration through case study examples. |
| 13) | 7. The Unified Theory of Acceptance and Use of Technology Model (UTAUT) | Comparison of Models in Terms of Their Contributions to the Integration Process |
| 14) | 1: Rogers’ Diffision of Innovation Theory | QUESTION: What are the questions that Roger's Theory and the TRA+TAM Models aim to answer? Main Discussion Topic: What is the relationship between the three theories, and how are they connected to our field? |
| Course Notes / Textbooks: | |
| References: | 1. Roblyer M.D. (2016) , Integrating Educational Technology into Teaching, 7th Edition 2. Reiser, R.A., Dempsey, J.V.(Ed) (2018) , Trends &issues in ınstructional Design &Technology , 4th Edition, Pearson 3. F.Q. Lai & J.D. Lehman (Eds.) (2017), Learning and Knowledge Analytics in Open Education. Switzerland: Springer International Publishing 4. John M. Keller, (2010) Motivational Design for Learning and Performance: The ARCS Model Approach, Springer. 5. Çağıltay, K., Göktaş Y. (Ed) (2016) Öğretim Teknolojilerinin Temelleri: Teoriler, Araştırmalar, Eğilimler, Pegem YY. 6. Orhan, F.; Kurt,A.A., Bardakcı, S.(Ed) (2022) Öğrenme-Öğretme Sürecinde Teknoloji Entegrasyonu Üzerine Karma Yazılar, Pegem YY, Isbn 978-625-7228-48-0 7. Rogers,E.M. (1983) Diffusion of Innovation 3th edition, The Free Press. 8. Çınar, Y., & Orhan, F. Ş. (2019). Özel okullarda çalışan öğretim teknologlarının eğitim özgeçmişlerinin ve görevlerinin öğretim teknolojileri alanı ile örtüşmesi üzerine bir analiz. YILDIZ Journal of Educational Research, 4(2), 83-122 |
| Semester Requirements | Number of Activities | Level of Contribution |
| Final | 1 | % 100 |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 0 | |
| PERCENTAGE OF FINAL WORK | % 100 | |
| Total | % 100 | |
| Activities | Number of Activities | Duration (Hours) | Workload |
| Final | 1 | 250 | 250 |
| Total Workload | 250 | ||
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | To comprehend current and advanced knowledge in the field of educational technology and being able to relate this knowledge information with education. | 5 |
| 2) | To comprehend relations between Educational Technology and others disciplines and being able to state ideas concerning possible implementations in framework of these relations. | 5 |
| 3) | To be able to evaluate, improve and design applications, methods generate new ideas which are innovative for educational technology. | 3 |
| 4) | Being able to manage original research in educational technology using interdisciplinary perspective. | 4 |
| 5) | Being able to investigate original issues within the frame of scientific research techniques as independently or in cooperation with others. Then being able to present the obtained results as research report. | 4 |
| 6) | Being able to advocate original views in discussions in the field of educational technologies. | 5 |
| 7) | Being able to communicate with experts in the field of educational technologies in written, orally and visually. | 4 |
| 8) | Being able to create new ideas and techniques concerning educational technology using high level mental process such as creative and critical thinking, problem solving and decision making. | 4 |
| 9) | Being able to make contributions to the society in being an information society and sustaining this by following the emerging scientific, technological, social and cultural developments. | 5 |
| 10) | To make contribution to solve social, scientific, cultural and ethic problems in issues related to e-learning technologies and promote development of these values. | 5 |
| 11) | Being able to make contributions to the knowledge in the field by publishing a scientific article in the field of educational technologies at national or international journals. | 2 |
| 12) | Being able to lead the situations when original and interdisciplinary problems are needed to be solved. | 5 |