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
GEP0801	20th Century History of Thought	Fall	3	0	3	4

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:	GE-Elective
Course Level:	Bachelor’s Degree (First Cycle)
Mode of Delivery:	Face to face
Course Coordinator :	Dr. BURCU ALARSLAN ULUDAŞ
Course Lecturer(s):	Dr. Öğr. Üyesi DERYA TARBUCK Assoc. Prof. SONGÜL DEMİR
Recommended Optional Program Components:	none
Course Objectives:	The aim of this course is to make an introduction to the principles of 20th century thought from a historical perspective.

Learning Outcomes

The students who have succeeded in this course;
After successfully completing this course the student will be able
• to define what 20th century thought is
• to understand the historical dynamics of 20th century thought
• to outline the main principles of 20th century thought
• to think openmindedly within alternative systems of thought
• to communicate effectively with other in figuring out solutions to complex problems

Course Content

• The evolution of 20th century thought
• The rise of history and ideology
• The attack on authority (secularism and individualism)
• Parallel truths

Weekly Detailed Course Contents

Week	Subject	Related Preparation
1)	Introduction	none
2)	Beginnings: Max Planck and Quantum, Picasso in Paris, Nietzsche, Veblen, Spencer	Coursebook
3)	Einstein, Rutherford, Russell and Whitehead, the intellectual consequences of war, Wittgenstein.	coursebook
4)	Spengler, Economic consequences of peace, idea of progress, Whig history	coursebook
5)	Golden Age of Physics, Freud and the West, Jung and Modern Man.	coursebook
6)	Benjamin, Keynes, German Academics in Turkey	Coursebook
7)	Sartre, Merleu-Ponty, Camus, Beckett, Hannah Arendt	coursebook
8)	Wittgenstein, Skinner vs. Chomsky, Hayek, Martin Luther King.	coursebook
9)	Moon Landing, Braudel and Annales Okulu, Pulsars	coursebook
10)	Oil Crisis, The contradictions of Capitalism, Studies on Genetics.	coursebook
11)	AIDS, Susan Sontag, Lyotard, Rorty.	coursebook
12)	Toni Morrison, Salman Rushdie, Edward Said, Culture Wars	Coursebook
13)	Revision	Coursebook
14)	Final Exam	Coursebook

Sources

Course Notes / Textbooks:	Peter Watson, The Modern Mind, An Intellectual History of the 20th century (Perrenial, 2002)
References:	None

Evaluation System

Semester Requirements	Number of Activities	Level of Contribution
Attendance	14	% 20
Midterms	2	% 40
Final	1	% 40
Total		% 100
PERCENTAGE OF SEMESTER WORK		% 60
PERCENTAGE OF FINAL WORK		% 40
Total		% 100

ECTS / Workload Table

Activities	Number of Activities	Duration (Hours)	Workload
Course Hours	14	3	42
Midterms	2	15	30
Final	1	20	20
Total Workload			92

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)	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.	4
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.
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.	4
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.	4