| ENGLISH LANGUAGE TEACHING | |||||
| Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 | ||
| Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
| EDS1231 | IT Entrepreneurship | Spring Fall |
2 | 0 | 2 | 6 |
| 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 : | Prof. Dr. ÖZLEM KARAIRMAK TEKDURMAZ |
| Course Objectives: | This elective course aims to provide prospective teachers with theoretical knowledge and practical experience in the field of IT entrepreneurship. The course aims to provide pre-service teachers with the necessary knowledge and skills to establish and maintain an enterprise while providing road maps to guide the process of establishing their own initiatives. Within the scope of the course, prospective teachers will be given the opportunity to interact with successful entrepreneur examples from the sector. |
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The students who have succeeded in this course; 1. Explain the concepts of entrepreneurship and IT entrepreneurship. 2. Analyse and evaluate venture ideas using the business model canvas. 3. Recognise the technologies and trends used in IT startups. 4. Understand the financing sources of startups and techniques of finding investors. |
Entrepreneurship and IT entrepreneurship Introduction: Entrepreneurship concept, types of entrepreneurship, characteristics and importance of IT entrepreneurship, Crafting a Business Plan for IT Enterprises, Social entrepreneurship: Explaining how to create solutions to social and environmental problems by using information technologies. Teaching Methods and Techniques Used in the Course -Case Study -Technology Assisted Learning -Reading -Simulation -Individual Study -Cooperative Learning -Guest Speaker |
| Week | Subject | Related Preparation |
| 1) | Introduction to the course & Syllabus Sharing expectations and opinions | |
| 2) | Entrepreneurship and IT entrepreneurship Introduction: Entrepreneurship concept, types of entrepreneurship, characteristics and importance of IT entrepreneurship | |
| 3) | Crafting a Business Plan for IT Enterprises | |
| 4) | Marketing and digital marketing: Analysing marketing and digital marketing strategies. | |
| 5) | Social entrepreneurship: Explaining how to create solutions to social and environmental problems by using information technologies. | |
| 6) | Establishing a Mock IT Enterprise | |
| 7) | Technology and entrepreneurship: Analysing technologies, trends and innovations used in IT start-ups | |
| 8) | Midterm | |
| 9) | Guest Speaker | |
| 10) | Team Building for Entreprenurship | |
| 11) | Guest Speaker | |
| 12) | Sustainability in entrepreneurship | |
| 13) | Self-study week | |
| 14) | Present Your Own IT Enterprise |
| Course Notes / Textbooks: | |
| References: | 1. Longenecker, J. G., Donlevy, L. B., Champion, T., Petty, J. W., Palich, L. E., & Hoy, F. (2016). Small business management. Nelson Education Ltd. 2. McElwee, G. (2017). Entrepreneurship education: new perspectives on entrepreneurship education. Emerald Group Publishing. |
| Semester Requirements | Number of Activities | Level of Contribution |
| Homework Assignments | 1 | % 20 |
| Presentation | 1 | % 10 |
| 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 |
| Study Hours Out of Class | 14 | 7 | 98 |
| Homework Assignments | 1 | 15 | 15 |
| Midterms | 1 | 2 | 2 |
| Final | 1 | 2 | 2 |
| Total Workload | 145 | ||
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | Being able to describe the issues related with the scientific resources in the field of teaching, English language teaching and educational technologies within the national and international standards | 2 |
| 2) | Proficient in the phonology, semantics, grammar and the vocabulary of the language; understand and use the language effectively. | |
| 3) | To improve students' reading, writing, listening and speaking skills, make use of various methods and techniques. | |
| 4) | Speaks English well and uses concepts related to English Language education and pedagogical formation effectively. | |
| 5) | Apply theories and research in language acquisition and development to provide optimal learning environments in English language teaching. | |
| 6) | Develop English language teaching materials according to the needs of the learners with a critical perspective. | |
| 7) | Use appropriate software and technology resources for language teaching effectively in and out of classroom by locating and selecting them. | 2 |
| 8) | Design English language teaching curriculum and lesson plans. | |
| 9) | Organize effective classrooms that promote English language learning. | |
| 10) | Assess students’ knowledge using multiple measures and alternative assessment techniques in order to evaluate language knowledge and skills in an effective way by using and generating measurement and assessment instruments. | 1 |
| 11) | Apply major concepts, principles, theories, and research related to the nature and role of culture and cultural groups to construct supportive learning environments and to promote inter-cultural effective communication and pragmatics skills. | |
| 12) | Take into consideration professional and ethical rules and principles. | |
| 13) | Use reflective thinking and reflective teaching to examine his/her teaching skills and professional competencies. | |
| 14) | Take on responsibility in individual and group projects by working cooperatively and meeting the requirements. | 1 |
| 15) | Apply the pedagogical implications of the research in the field of English language teaching for his/her personal and professional development, by keeping up with the recent studies. | |
| 16) | Transfer the knowledge and skills necessary for life-long learning to students by using metacognitive techniques with the knowledge of how to obtain information effectively. | 1 |
| 17) | Utilize learning strategies and technology resources by evaluating their relevance to K-12 students’ interests, needs, individual differences, and developmental characteristics. |