COMPUTER EDUCATION AND INSTRUCTIONAL TECHNOLOGIES
Bachelor	TR-NQF-HE: Level 6	QF-EHEA: First Cycle	EQF-LLL: Level 6

Course Introduction and Application Information

Course Code	Course Name	Semester	Theoretical	Practical	Credit	ECTS
EDS2101	Instructional Principles and Methods	Fall Spring	2	0	2	3

This catalog is for information purposes. Course status is determined by the relevant department at the beginning of semester.

Basic information

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
Recommended Optional Program Components:	None.
Course Objectives:	To provide a general perspective to students regarding instruction process with regard to learner differences in terms of intelligence, creativity, gender, culture, SES, race and ethnicity, motivation and learning styles

Learning Outcomes

The students who have succeeded in this course;
The students who have succeeded in this course;
• Understand the impact of differences among individual and groups of students to the instructional framwork
• Design course, instruction and curriculum with the understanding of and reference to different learning styles
• Design course, instruction and curriculum with the understanding of and reference to different types and/or levels of intelligences
• Design course, instruction and curriculum that provide opportunities to enhance student creativity
• Develop awareness and understanding of the socioeconomic, racial, ethnic, cultural and gender variations among students in a classroom
• Design course, instruction and curriculum that considers and covers socioeconomic, racial, ethnic, cultural and gender variations among students in a classroom
• Understand the importance of motivation in classroom
• Know how to enhance motivation of students and create classroom environment accordingly

Course Content

Learner differences (intelligence & creativity), personality styles, learning styles, differences of culture, community, social class, race, gender, ethnicity, socialization; motivation; creating classrooms and lectures compatible with various differences.

Weekly Detailed Course Contents

Week	Subject	Related Preparation
1)	Meeting & Introduction
2)	Basics of Instructional Processes and Learner Differences	Woolfolk Ch.1 - 4
3)	Theories of Personality and Learning Styles (Myers & Briggs, Keirsey & Bates, Catell -16PF)	Student presentations
4)	Theories of Personality and Learning Styles (Big Five Personality Traits, Kolb, Honey& Mumford)	Students presentations
5)	Theories of Personality and Learning Styles (Grasha & Riechmann , Gregorc, Felder)	Student Presentations
6)	Theories of Personality and Learning Styles (Fleming, Witkin, Hudson, Kirton)	Student Presentations
7)	Culture and Community	Woolfolk Ch.5
8)	Culture, Socialization and Education	Ornstein Ch. 9
9)	Social Class, Race and School Achievement	Ornstein Ch. 10
10)	Providing Equal Educational Opportunity	Ornstein Ch. 11
11)	Motivation	Woolfolk Ch.10-11
12)	Motivation(cont)	Woolfolk Ch.10-11
13)	Creating Learning Environments	Woolfolk Ch.12
14)	Teaching for Self-Regulation, Creativity and Tolerance	Woolfolk Ch.13

Sources

Course Notes / Textbooks:	• Woolfolk, A. (2001). Educational Psychology (8th Ed.). U.S.A. , Allyn & Bacon. • Ornstein, A.C. , Levine, D.U. (1993). (5th Ed.) Foundations of Education, USA, Houghton Mifflin Company.
References:	-

Evaluation System

Semester Requirements	Number of Activities	Level of Contribution
Attendance	14	% 20
Presentation	2	% 20
Midterms	1	% 25
Final	1	% 35
Total		% 100
PERCENTAGE OF SEMESTER WORK		% 65
PERCENTAGE OF FINAL WORK		% 35
Total		% 100

ECTS / Workload Table

Activities	Number of Activities	Duration (Hours)	Workload
Course Hours	14	2	28
Presentations / Seminar	2	12	24
Midterms	1	12	12
Final	1	16	16
Total Workload			80

Contribution of Learning Outcomes to Programme Outcomes

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.