| 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 |
| CET1001 | Information Technologies in Education | Fall | 2 | 2 | 3 | 11 |
| Language of instruction: | English |
| Type of course: | Must Course |
| Course Level: | Bachelor’s Degree (First Cycle) |
| Mode of Delivery: | Face to face |
| Course Coordinator : | Instructor BARIŞ ERDOĞAN |
| Course Lecturer(s): |
Instructor BARIŞ ERDOĞAN Dr. Öğr. Üyesi MUSTAFA POLAT Instructor AKİF YAVUZ ÖZDEMİREL |
| Recommended Optional Program Components: | There is no recommended optional program component. |
| Course Objectives: | This course focuses on learning of computer hardware, operating systems, and office applications. Basic information technologies and software trends is going to be given in detail. Also, internet navigation tools and their configuration will be considered. Office tools, such as word processing, spreadsheets, mail tools etc. is going to be considered. |
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The students who have succeeded in this course; I. Define and describe digital devices, data representation and processing. II. Define and describe basic components of a PC. III. Define and describe basics of operating systems. IV. Define and describe internet applications, services and related technologies. V. Define and describe operations on word processing such as margin settings, structural modifications, headers, footers, quick styles, themes, etc. VI. Define and describe operations on spread sheets such as using built-in functions, formatting, creating charts, basic macro programming, etc. VII. Define and describe operations on presentation suite such as creating and designing slide shows, using effects and animations, etc. |
| 1st Week: Computers and Digital Basics 2nd Week: Computer Hardware (CPU, RAM, Motherboard, etc) 3rd Week: Computer Software (Operating Systems and File Management) 4th Week: Internet (Web and Mail) 5th Week: Word Processing (I) 6th Week: Word Processing (II) 7th Week: Word Processing (II) 8th Week: Spread Sheets (I) 9th Week: Spread Sheets (II) 10th Week: Spread Sheets (III) 11th Week: Spread Sheets (IV) 12th Week: Presentation Suite (I) 13th Week: Presentation Suite (II) 14th Week: Digital Media |
| Week | Subject | Related Preparation |
| 1) | Computers and Digital Basics | |
| 2) | Computer Hardware (CPU, RAM, Motherboard, etc) | |
| 3) | Computer Software (Operating Systems and File Management) | |
| 4) | Internet (Web and Mail) | |
| 5) | Word Processing (I) | |
| 6) | Word Processing (II) | |
| 7) | Word Processing (III) | |
| 8) | Spread Sheets (I) | |
| 9) | Spread Sheets (II) | |
| 10) | Spread Sheets (III) | |
| 11) | Spread Sheets (IV) | |
| 12) | Presentation Suite (I) | |
| 13) | Presentation Suite (II) | |
| 14) | Digital Media |
| Course Notes / Textbooks: | Microsoft® Word 2010 Step by Step, Joyce Cox and Joan Lambert ISBN:978-0-7356-2693-5 A+ Guide to Hardware: Managing, Maintaining and Troubleshooting, Jean Andrews, ISBN-10: 0619217626 |
| References: | Yok-None |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | 16 | % 10 |
| Laboratory | 16 | % 20 |
| Quizzes | 8 | % 10 |
| Midterms | 2 | % 30 |
| Final | 1 | % 30 |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 70 | |
| PERCENTAGE OF FINAL WORK | % 30 | |
| Total | % 100 | |
| Activities | Number of Activities | Duration (Hours) | Workload |
| Course Hours | 14 | 3 | 42 |
| Laboratory | 14 | 2 | 28 |
| Project | 1 | 30 | 30 |
| Quizzes | 4 | 5 | 20 |
| Midterms | 2 | 10 | 20 |
| Final | 1 | 30 | 30 |
| Total Workload | 170 | ||
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | 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. | 4 |
| 2) | 2.Proficient in the phonology, semantics, grammar and the vocabulary of the language, use the language effectively. | |
| 3) | 3. Apply theories and research in language acquisition and development to provide optimal learning environments in English language teaching. | |
| 4) | 4. develop English language teaching materials according to the needs of the learners with a critical perspective. | 5 |
| 5) | 5. Use appropriate software and technology resources for language teaching effectively in and out of classroom by locating and selecting them. | 5 |
| 6) | 6. To improve students' reading, writing, listening and speaking skills, make use of various methods and techniques. | |
| 7) | 7. Design English language teaching curriculum and lesson plans. | |
| 8) | 8. Organize effective classrooms that promote English language learning. | |
| 9) | 9. 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. | |
| 10) | 10. 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. | |
| 11) | 11. Take on responsibility in individual and group projects by working cooperatively and meeting the requirements | 4 |
| 12) | 12. Take into consideration professional and ethical rules and principles. | 5 |
| 13) | 13. 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. | |
| 14) | 14. Use reflective thinking and reflective teaching to examine his/her teaching skills and professional competencies. | |
| 15) | 15. 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. | |
| 16) | 16. utilize learning strategies and technology resources by evaluating their relevance to K-12 students’ interests, needs, individual differences, and developmental characteristics. | 4 |