COMPUTER EDUCATION AND INSTRUCTIONAL TECHNOLOGIES
Bachelor	TR-NQF-HE: Level 6	QF-EHEA: First Cycle	EQF-LLL: Level 6

Course Introduction and Application Information

Course Code	Course Name	Semester	Theoretical	Practical	Credit	ECTS
CET2051	Quality in Education	Spring	3	0	3	6

This catalog is for information purposes. Course status is determined by the relevant department at the beginning of semester.

Basic information

Language of instruction:	English
Type of course:	Departmental Elective
Course Level:	Bachelor’s Degree (First Cycle)
Mode of Delivery:	Face to face
Course Coordinator :	Dr. Öğr. Üyesi YAVUZ SAMUR
Recommended Optional Program Components:	There is no recommended optional program component.
Course Objectives:	• will be able to develop an understanding of the basic concepts of quality, including international and national quality standards and award programs, and history of the global quality movement. • will be able to provide a basic understanding of "widely-used" quality analysis tools and techniques. Create an awareness of the quality management problem-solving techniques currently in use. • will be able to develop an understanding of strategic quality planning in educational institutions. • will be able to learn how quality improvement programs are implemented in educational institutions. • will be able to develop an understanding of approaches used to continually improve an educational institution’s Quality System.

Learning Outcomes

The students who have succeeded in this course;
At the end of the course students will be able to
• Explain the main concepts of TQM
• Compare TQM philosophies
• Describe TQM processes in educational institutions
• Apply suitable quality analysis tools and techniques in certain contexts, with specific objectives
• Implement quality improvement programs in educational institutions.
• Divide strategic quality planing into processes
• Evaluate quality assurance practices in educational institutions

Course Content

Class will primarily be discussion oriented, facilitated with a combination of cases, presented lecture material and demonstrative exercises. In order to obtain the necessary internal synthesis of this diverse material into a coherent world view, it is imperative that you come to class prepared to discuss the readings and share your own insights. The course covers subjects such as The Concept of Quality, The Quality Movement, Total Quality Management in Education
-Effectiveness and Quality of Schools, The Quality Gurus, Strategic Planning for Quality in Educational Institutions, Quality Awards.

Weekly Detailed Course Contents

Week	Subject	Related Preparation
1)	Welcome	Course Introduction
2)	-The Concept of Quality -The Quality Movement	Ch1- p. 1-11 Ch2- p. 12-27
3)	-Total Quality Management in Education -Effectiveness and Quality of Schools	Ch3- p. 27-37
4)	-Models of Quality -The Quality Gurus: Deming, Crosby, Juran, Ishikawa	Ch4- p. 38-50
5)	-The ISO 9000 Series and Education -QUIZ: The quality gurus -How to analyze a case?	Ch5- p. 51-66 Case Study #1
6)	-The Quality Organization -Educational Leadership for Quality	Ch7- p. 75-84
7)	-Teamwork for Quality -Case study	Ch8- p. 80-88 Course Pack- Case Study #2
8)	Strategic Planning for Quality in Educational Institutions	Ch11- p. 104-121
9)	Strategic Planning for Quality in Educational Institutions	web
10)	-TQM Applications in Educational Institutions # 1: SP at Oregon University -Case study	Case Study #3 https://www.det.nsw.edu.au/proflearn/areas/qt/s_stories.htm
11)	-Quality Awards for Education Malcolm Baldridge, EFQM	web
12)	-TQM Applications in Educational Institutions # 2: Ağva High School -Benchmarking -Global Benchmarking Organizations	Case Study: http://okulweb.meb.gov.tr/34/19/243894/dosyalar/tky.doc
13)	Project Presentation
14)	Project Presentation
15)	Final Exam
16)	Final Exam

Sources

Course Notes / Textbooks:	Sallis, E. (2001). Total Quality Management in Education. Kogan Page Limited, London.
References:	Jerome, S.A. (2000). Quality in Education: An implementation handbook. St. Lucie Press: Florida. Yıldırım, H.A. (2002). Eğitimde Kalite Yönetimi. Nobel Yayınları: Ankara. Ensari, H. (1999). 21. Yüzyıl Okulları İçin Toplam Kalite Yönetimi. Sistem Yayıncılık: İstanbul.

Evaluation System

Semester Requirements	Number of Activities	Level of Contribution
Attendance	16	% 10
Quizzes	1	% 5
Homework Assignments	5	% 15
Presentation	1	% 10
Project	1	% 20
Midterms	1	% 15
Final	1	% 25
Total		% 100
PERCENTAGE OF SEMESTER WORK		% 55
PERCENTAGE OF FINAL WORK		% 45
Total		% 100

ECTS / Workload Table

Activities	Number of Activities	Duration (Hours)	Workload
Course Hours	14	3	42
Study Hours Out of Class	14	3	42
Presentations / Seminar	1	8	8
Project	1	15	15
Homework Assignments	5	5	25
Quizzes	1	1	1
Midterms	1	2	2
Final	1	3	3
Total Workload			138

Contribution of Learning Outcomes to Programme Outcomes

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.	4
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
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.	3
5)	To plan, implement and evaluate classroom activities that utilize cutting-edge technologies to foster creativity, problem solving and critical thinking using scientific methods.	4
6)	To build strong theoretical and applied models to develop solutions to problems that focus on systems and human development within a learning organization.	3
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.	3
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.	4
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.	3
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.	3
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.	3
15)	To gain fluency in interpersonal communication, teaching frameworks and the use of different technologies in relation to national norms and laws.