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 |
CET3053 | Java Programming | Fall Spring |
3 | 0 | 3 | 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 : | Dr. Öğr. Üyesi YAVUZ SAMUR |
Recommended Optional Program Components: | None |
Course Objectives: | This course is an introductory Java programming course for mainly educators. It will teach use of graphics, animations, and event-driven programming in Java. In addition, a introduction to mobile programming with Java are given for developing applications on the Android mobile phone platform. |
The students who have succeeded in this course; At the end of the course, you will be able to: 1. Create simple to intermediate level applications using the standard I/O routines in Java. 2. Learn the use of the Eclipse IDE. 3. Understand and apply the various data types and structures in Java. 4. Understand and use basic object oriented programming techniques. 5.Create programs that store and access data to and from files. 6. Learn graphical user interface (GUI) design, applet design and deployment within web pages. 7. Perform event-handling functionality in response to GUI events. |
Introduction to object oriented programming, java applets, data structures, designing GUI, exceptions, file I\O and new java I\O API. |
Week | Subject | Related Preparation |
1) | Introduction to Java concepts (Bytecodes, JVM, etc.) | |
2) | Getting Started with Java / Numerical Data | |
3) | Programming with Objects (I) -Classes -Instances (i.e. objects) -Methods -Constructors | |
4) | Programming with Objects II -Access Levels: public, protected, default and private -Getters and Setters -Polymorphism -Inheritance | |
5) | Useful Classes (Math,String,Collections, etc.) | |
6) | Searching and Sorting Algorithms | |
7) | Java Applets | |
8) | Graphical User Interface Components and Listeners | |
9) | Java 2D | |
10) | Input/Output Operation in Java(java.io Package) | |
11) | Introduction To Threads | |
12) | Data Base Programming using JDBC | |
13) | Introducing Android Programming | |
14) | Java with Android | |
15) | Final exam | |
16) | Final exam |
Course Notes / Textbooks: | C. Thomas Wu, An Introduction to Object Oriented Programming with Java, 5th Edition, McGraw Hill. Y. Daniel Liang, Introduction to Java Programming, Comprehensive, 8th Edition, Pearson. Harrey M. Deitel, Paul J. Deitel, Java How to Program, 7th Edition, Pearson. Beginning Android, Mark Murphy, 1st edition, Apress. |
References: |
Semester Requirements | Number of Activities | Level of Contribution |
Laboratory | 14 | % 10 |
Homework Assignments | 4 | % 10 |
Project | 1 | % 20 |
Midterms | 1 | % 20 |
Final | 1 | % 40 |
Total | % 100 | |
PERCENTAGE OF SEMESTER WORK | % 40 | |
PERCENTAGE OF FINAL WORK | % 60 | |
Total | % 100 |
Activities | Number of Activities | Duration (Hours) | Workload |
Course Hours | 14 | 3 | 42 |
Homework Assignments | 4 | 10 | 40 |
Midterms | 1 | 20 | 20 |
Final | 1 | 40 | 40 |
Total Workload | 142 |
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. | 5 |
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. | |
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. | 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. | 3 |
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. | 3 |
15) | To gain fluency in interpersonal communication, teaching frameworks and the use of different technologies in relation to national norms and laws. | 4 |