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 |
EDS2102 | History of Turkish Education | Fall | 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 |
Recommended Optional Program Components: | None |
Course Objectives: | The aim of this course is; to investigate the social, economic and political developments in Turkish history and their effects on education, to examine the main thought movements in our educational history and to develop an understanding of the relationship between the present and the past in the history of Turkish education. |
The students who have succeeded in this course; 1. The student will be able to explain the importance of the history of Turkish education in terms of education, 2. The student will be able to be informed about the previous educational status of the Republic and the institutions that educate teachers, 3. The student will be able to understand the educational process in the Turkish states outside the Ottoman geography during the 13-18th centuries, 4. The student will be able to understand the educational process in the Turkish states and communities in 5. The student will be able to understand the historical background, philosophical, intellectual and political bases of the Turkish Educational Revolution, 6. The student will be able to explain the basic principles of the education system of the Turkish Republic 7. The student will be able to understand the teacher education process from the beginning of the republic Turkey, 8. The student will be able to explore common goals, language and alphabetical unity, and common history writing studies in the 21st century, in Turkey |
The subject, method and sources of Turkish education history; Education in the first Turkish states; Education in the first Muslim Turkish states; education in Turkey Seljuk and Anatolian principalities; Education in the Ottoman Empire: the education system until the first modernization movements; 13-18. Turkish education outside the Ottoman geography in the 16th century; Reform in education until the Tanzimat in the Ottoman Empire movements; Establishment of modern education system from Tanzimat to Republic; reorganization of traditional education; 19-20. education in other Turkish states and communities in Eurasia in the 16th century; Education during the national struggle period; education in the Republic of Turkey: Turkey foundations of the education system, structure, organization and development; The process of teacher training since its beginning; Education in the Turkish world in the 21st century; Common objectives, language and alphabet union, common history writing exercises. |
Week | Subject | Related Preparation |
1) | Education in former Turkish states. | |
2) | Turks’ acceptance of İslam and medreses. | |
3) | Elementary and secondary education in Ottoman. | |
4) | Enderun school | |
5) | Reforming education in the Ottoman period | |
6) | Main educators in the Ottoman period | |
7) | Education in the Turkish Republic | |
8) | Midterm | |
9) | Atatürk and education | |
10) | Innovations in education in the Republic of Turkey | |
11) | Foreign expert reports and educational congress (eğitim şuraları) | |
12) | Developments in elementary and secondary education | |
13) | Teacher training from past to present | |
14) | Education in today’s Turkey: some historical lessons |
Course Notes / Textbooks: | -Akyüz, Yahya.(2008). Türk Eğitim Tarihi: M.Ö. 1000-M.S. 2008. Ankara: Pegem Akademi -Doğan, İsmail. (2010). Türk Eğitim Tarihinin Ana Evreleri. Ankara: Nobel Yayın Dağıtım. -Binbaşıoğlu, C. (2009). Başlangıçtan Günümüze Türk Eğitim Tarihi. Ankara: Anı Yayıncılık. |
References: | Mustafa Gündüz, “Socio-Cultural Origins of Turkish Educational Reforms and Ideological Origins of Late Ottoman Intellectuals (1908-1930)”, History of Education, Journal of the History of Education Society, V: 38, İssue: 2, March 2009, pp. 191-216. |
Semester Requirements | Number of Activities | Level of Contribution |
Attendance | 14 | % 10 |
Homework Assignments | 1 | % 20 |
Midterms | 1 | % 30 |
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 | 1 | 15 | 15 |
Midterms | 1 | 15 | 15 |
Final | 1 | 25 | 25 |
Total Workload | 83 |
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. |