| Week |
Subject |
Related Preparation |
| 1) |
Digital Computers and Information |
Chapter 1. Logic and Computer Design Fundamentals. Mano. ISBN 0132067110 |
| 2) |
Combinational Logic Circuits |
Chapter 2. Logic and Computer Design Fundamentals. Mano. ISBN 0132067110 |
| 3) |
Combinational Logic Circuits |
Chapter 2. Logic and Computer Design Fundamentals. Mano. ISBN 0132067110 |
| 4) |
Combinational Logic Design |
Chapter 3. Logic and Computer Design Fundamentals. Mano. ISBN 0132067110 |
| 5) |
Combinational Logic Design |
Chapter 4. Logic and Computer Design Fundamentals. Mano. ISBN 0132067110 |
| 6) |
Combinational Functions and Circuits |
Chapter 4. Logic and Computer Design Fundamentals. Mano. ISBN 0132067110 |
| 7) |
Combinational Functions and Circuits |
Chapter 4. Logic and Computer Design Fundamentals. Mano. ISBN 0132067110 |
| 8) |
Arithmetic Functions and Circuits |
Chapter 5. Logic and Computer Design Fundamentals. Mano. ISBN 0132067110 |
| 9) |
Arithmetic Functions and Circuits |
Chapter 5. Logic and Computer Design Fundamentals. Mano. ISBN 0132067110 |
| 10) |
Sequential Logic Circuits |
Chapter 6. Logic and Computer Design Fundamentals. Mano. ISBN 0132067110 |
| 11) |
Sequential Logic Circuits |
Chapter 6. Logic and Computer Design Fundamentals. Mano. ISBN 0132067110 |
| 12) |
Sequential Logic Circuits |
Chapter 6. Logic and Computer Design Fundamentals. Mano. ISBN 0132067110 |
| 13) |
Sequential Logic Circuits |
Chapter 6. Logic and Computer Design Fundamentals. Mano. ISBN 0132067110 |
| 14) |
Sequential Logic Circuits |
Chapter 6. Logic and Computer Design Fundamentals. Mano. ISBN 0132067110 |
| |
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 |
BAHÇEŞEHİR UNIVERSITY BİLGİ PAKETİ / DERS KATALOĞU
