| EDUCATIONAL TECHNOLOGY (TURKISH, THESIS) | |||||
| Master | TR-NQF-HE: Level 7 | QF-EHEA: Second Cycle | EQF-LLL: Level 7 | ||
| Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
| EDT6011 | Integrative Education with Technology | Spring | 3 | 0 | 3 | 12 |
| This catalog is for information purposes. Course status is determined by the relevant department at the beginning of semester. |
| Language of instruction: | Turkish |
| Type of course: | Departmental Elective |
| Course Level: | |
| Mode of Delivery: | Face to face |
| Course Coordinator : | Dr. Öğr. Üyesi YAVUZ SAMUR |
| Recommended Optional Program Components: | None |
| Course Objectives: | This course is designed to be an overview of the principles, techniques, applications and innovation used in assistive technology (AT) for people with special needs. The basic concept of the course material is to learn about and use technologies (low to high) to overcome handicaps, improve functionality and identify features to meet the educational needs of this population. Strategic Technology Analysis and Strategies for integrating AT into the classroom in both self-contained and inclusive settings will be discussed. The course will be focusing mostly on integrating technology/computer-based applications and adaptations. |
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The students who have succeeded in this course; The students who have succeeded in this course; 1. Explain the principles of UD; 2. Distinguish the differences between AT and universal design for learning (UDL); 3. Demonstrate an understanding of IEP and its goals; 4. Identify the legislative policies connected with AT; 5. Review and discuss equity, ethical and legal issues in using technology in schools; 6. Identify national and local organizations and services associated with AT; 7. Demonstrate an understanding of the process of developing AT and the roles of the professionals involved in developing and using AT; 8. Match disability types to specific AT; 9. Discuss the process of AT evaluation and assessment; 10. Test web pages for compliance with accessibility guidelines and laws. |
| Topics include IEP (Individualized Education Program) and Universal Design (UD)/Access, Specialized Adaptive Devices and Strategies, Windows & Mac built-in Accessibility tools, Text to Speech & Speech to Text, Web accessibility, and basic programming techniques. |
| Week | Subject | Related Preparation |
| 1) | Orientation | |
| 2) | AT Overview: Laws and Continuum Role of AT in the Classroom Definition of AT, areas of application identified, overview of the AT Acts and Science and Technology Policies | |
| 3) | Universal Design (UD), Accessibility, Universal Design for Learning (UDL) | |
| 4) | Content Area, AT & UDL, UD & UDL Relationship | |
| 5) | Technology Assessment, Exploration of major tools and frameworks used in AT assessments | |
| 6) | IEP, Present Levels of Academic Achievement & Functional Performance; Goals & Objectives | |
| 7) | AT & Autism | |
| 8) | AT for the Young Child, Discuss and demonstrate “low tech” assistive technology | |
| 9) | AT for High Incidence Disabilities | |
| 10) | AT: Positioning & Mobility | |
| 11) | AT for Communication | |
| 12) | AT: Sensory Impairments | |
| 13) | AT for Distance Learning Web Accessibility | |
| 14) | AT Observation Presentations |
| Course Notes / Textbooks: | - Bryant, D.P. and Bryant, B.R.(2012). Assistive Technology for people with disabilities. The Unites States:Pearson Education Inc. - Sadao, K.C. and Robinson, N.B. (2010). Assistive technology for young children. Maryland:Paul H. Brookes Publishing Co. - Dell, A.G., Newton, D.A. and Petroff, J. G. (2012). Assistive Technology in the classroom. New Jersey: Pearson Education Inc. - Beard, L.A., Bowden Carpenter, L., & Johnston, L. B. (2011). Assistive technology access for all students (2nd ed.). New Jersey: Pearson Education Inc. - Wehmeyer, M.L., Smith,S.J., Palmer, S.B., Davies, D.K., & Stock, S.E. (2004). Technology use with mental retardation. International review of research in mental retardation. Volume 29, Elsevier Academic Press: Sam Diego California - Wehmeyer, M.L, Palmer, S.B., Smith,S.J.,Parent, W. Davies, D.K., & Stock (2006). Technology use by people with intellectual and developmental disabilities to support employment activities: A single-subject design meta analysis,.Journal of Vocational Rehabilitation 24, 81–86. - Wehmeyer, M.L.,Tasse, M.J., Davies, D.K., & Stock, S. (2012). The role of technology use by a person with intellectual or developmental disabilities as a family support. Rivistadi studi familiari. 16(2), 90-99. |
| References: |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | 10 | % 20 |
| Homework Assignments | 2 | % 40 |
| 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 |
| Project | 1 | 80 | 80 |
| Homework Assignments | 2 | 40 | 80 |
| Total Workload | 202 | ||
| 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. |