| 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 |
| EDS4102 | Guidance in Schools | 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 |
| Recommended Optional Program Components: | None |
| Course Objectives: | * To provide students with the necessary background on the content, impact and importance of counselling and guidance aspects of teaching * To inform students about the aims, roles, history, duties of the guidance counselling services, as well as about the various fields they study and how they cooperate with different units/administrators in the school environment * To enable students understand their counsellor and guide roles as teachers and how to act, react, interact and intervene accordingly |
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The students who have succeeded in this course; The students who have succeeded in this course; • Describe main concepts in guidance and counseling services. • Explain the main principles of guidance. * Be informed about the historical development of the guidance and counselling field in the world and in Turkey * Understand the context and content of the collaboration between the counselling service and different units in the school * Differentiate the methods, theories and techniques used within the different specialization areas of guidance or within different student groups • Differentiate the students in need of guidance in a class and react accordingly. • Know when and how to intervene to an incident regarding students. • Know when and how to refer a student to more advanced counselling services. • Collaborate with the family in terms of counselling and guidance issues. • Understand the roles and responsibilities of teachers in counseling and guidance services in schools. • Recognize the importance and impact of counseling and guidance services in the educational system. |
| Concept of guidance and its relationship to education, importance of guidance and counseling services and their place in education, historical perspectives, the school counselor’s role and functions, the roles of the school personnel in guidance practices, understanding the guidance and counseling needs of different age level students, counseling with individuals and groups, assessment in guidance & counseling, teachers as counselors, understanding the process of helping and developing skills in dealing with the needs of students, their parents, and community. |
| Week | Subject | Related Preparation |
| 1) | Introduction: Teachers and guidance counselling The meaning, purpose, importance and functions of guidance | Course slides |
| 2) | Development of guidance and psychological counselling field in Turkey and the world. | Course slides |
| 3) | Components of guidance programs in schools. Principles of Guidance. | Course Slides |
| 4) | Guidance and counselling in elementary and secondary schools | Course Slides |
| 5) | Teacher and Administrator Roles In The School Counseling Program Types of counseling / psychological helping activities | Course Slides |
| 6) | Approaches to / theories of counseling | Course Slides |
| 7) | Understanding the process of helping/counseling Assessment in school counseling | Course Slides |
| 8) | Parent – teacher conferences Career guidance | Course Slides |
| 9) | Adjusting To Multiple Roles | Kottler & Kottler (2007). Ch1 |
| 10) | Understanding The Process Of Helping | Kottler & Kottler (2007). ch2 |
| 11) | Assesment Of Children’s Problems | Kottler & Kottler (2007). Ch3 |
| 12) | Assesment Of Children’s Problems (cont) | Kottler & Kottler (2007). ch3 |
| 13) | Developing Skills Of Helping | Kottler & Kottler (2007). Ch4 |
| 14) | Developing Skills Of Helping(cont) |
| Course Notes / Textbooks: | • Kottler & Kottler (2007). Counseling skills for teachers, 2nd edition. Corwin Press. • Lecture notes and presentations. |
| References: | - |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | 14 | % 10 |
| Homework Assignments | 1 | % 50 |
| 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 |
| Study Hours Out of Class | 1 | 5 | 5 |
| Homework Assignments | 1 | 20 | 20 |
| Final | 1 | 20 | 20 |
| Total Workload | 73 | ||
| 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. |