Week |
Subject |
Related Preparation |
1) |
Meeting & Introduction |
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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 |
|
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. |
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3) |
To develop competencies related to software languages, operating systems, computer networks and computer hardware. |
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3) |
To use the most appropriate curriculum frameworks to plan lessons and activities based on active and student-centered learning integrated with technology. |
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4) |
To use the most appropriate curriculum frameworks to plan lessons and activities based on active and student-centered learning integrated with technology. |
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5) |
To plan, implement and evaluate classroom activities that utilize cutting-edge technologies to foster creativity, problem solving and critical thinking using scientific methods. |
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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. |
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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. |
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10) |
To utilize effective metacognitive techniques to make the classroom a community of learners engaged in lifelong learning activities. |
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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. |
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12) |
To implement cost and time sensitive strategies to support individuals and organizations to carry out their work more effectively. |
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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. |
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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. |
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15) |
To gain fluency in interpersonal communication, teaching frameworks and the use of different technologies in relation to national norms and laws. |
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