| COMPUTER EDUCATION AND INSTRUCTIONAL TECHNOLOGIES | |||||
| Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 | ||
| Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
| EDS1101 | Introduction to Education | Spring | 2 | 0 | 2 | 3 |
| 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: | Bachelor’s Degree (First Cycle) |
| Mode of Delivery: | Face to face |
| Course Coordinator : | Assoc. Prof. BERNA GÜLOĞLU |
| Course Lecturer(s): |
Dr. Öğr. Üyesi NİHAL YURTSEVEN Dr. Öğr. Üyesi SABİHA DULAY |
| Recommended Optional Program Components: | None |
| Course Objectives: | To develop a general understanding regarding the field of education. and introduce the students with the basics of educational sociology, philosophy, pioneers and history. |
|
The students who have succeeded in this course; The students who have succeeded in this course; • Explain the basics terms of education. * Know the characteristics of effective teachers • Compare and contrast the main philosophies related to the field of education. • Understand the importance of philosophy in developing instructional systems and curriculum • Comprehend the sociological foundations of education. • Understand the importance of sociology in educational settings and crowds. • Explain the historical framework and historical development of the field of education, in national and universal context. • Conceive the important pioneers in the field of education. • Relate historical facts and development to current educational events, processes, activities. |
| Basic concepts and terminology of education, characteristics of effective teachers, sociology of education, pioneers in education, philosophies of education, history of world education, history of Turkish education. |
| Week | Subject | Related Preparation |
| 1) | Introduction. Understanding Teaching Profession. | Course slides |
| 2) | Characteristics of Effective Teachers | Course notes |
| 3) | Sociology of education | Ballentine, J.H. (1989). Ch1: “Sociology of education”. The Sociology of Education: A Systematic Analysis. London: Prentice-Hall.) |
| 4) | Sociology of education | Orstein, A.C., Levine, D.U., Guek, G., Vocke, D.E.. Foundations of Education. 12th Edition Ch.10 |
| 5) | Sociology of Education (cont) | Ornstein & Levine, 12th ed / Ch.10-11 |
| 6) | Sociology of Education (cont) | Ornstein & Levine, 12th Ed / Ch11 |
| 7) | History of Education / World | Ornstein & Levine, 5th Ed / Ch.3 |
| 8) | History of Education / World (cont) | Ornstein & Levine, 5th Ed / Ch.3 |
| 9) | Philosophical foundations of education | Ornstein & Levine, 5th Ed / Ch12 |
| 10) | Philosophical foundations of education (cont) | Ornstein & Levine, 5th Ed / Ch12 |
| 11) | Pioneers in Education | Ornstein & Levine, 5th Ed / Ch 4 |
| 12) | Pioneers in education (cont) | Ornstein & Levine, 5th Ed / Ch 4 |
| 13) | History of Education / Turkey | * Hamiloğlu,K. (2001). “The history of education in Turkey” (pp.70-107). The teacher training policies in Turkey in a changing socio-political context from 1946 to the present day. (Unpublished PhD dissertation, Boğaziçi University, İstanbul) * Course slides |
| 14) | History of Education / Turkey (cont.) | * Hamiloğlu,K. (2001). “The history of education in Turkey” (pp.70-107). The teacher training policies in Turkey in a changing socio-political context from 1946 to the present day. (Unpublished PhD dissertation, Boğaziçi University, İstanbul) * Course slides |
| Course Notes / Textbooks: | Orstein, A.C., Levine, D.U., Guek, G., Vocke, D.E.. Foundations of Education. 5 th & 12th Editions. |
| References: | • Ballentine, J.H. (1989). Ch1: “Sociology of education” (pp.40-54). The Sociology of Education:A Systematic Analysis. London: Prentice-Hall.) • Hamiloğlu,K. (2001). “The history of education in Turkey” (pp.70-107). The teacher training policies in Turkey in a changing socio-political context from 1946 to the present day. (Unpublished PhD dissertation, Boğaziçi University, İstanbul) |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | 14 | % 10 |
| Homework Assignments | 3 | % 25 |
| Midterms | 1 | % 25 |
| Final | 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 | 2 | 28 |
| Homework Assignments | 3 | 5 | 15 |
| Midterms | 1 | 10 | 10 |
| Final | 1 | 25 | 25 |
| Total Workload | 78 | ||
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| 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. | |
| 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. | |
| 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. | |
| 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. | |
| 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. |