|
Week |
Subject |
Related Preparation |
1) |
Discussing the Course Syllabus and the Requirements of the Course |
|
2) |
ICT Integration into Teaching-Learning Process: Definitions, Models, and Perspectives |
|
3) |
ICT Integration into Teaching-Learning Process: Definitions, Models, and Perspectives |
|
4) |
Teacher Competencies for Technology Integration, Standards |
|
5) |
Ministry of Education’s ICT Politics and Projects |
|
6) |
Current Situation in ICT Integration and The Obstacles to The Integration of ICT in Education |
|
7) |
Necessary Conditions for the Use of ICT in Schools |
|
8) |
Components of a School Technology Plan |
|
9) |
Models and Research on School Technology Planning |
|
10) |
Planning and ICT Integrated Math Lesson |
|
11) |
Group Project Presentation |
|
12) |
Selecting and Evaluating Technology for Effective Learning and Teaching |
|
13) |
The Use of Technology in Math Education |
|
14) |
The Use of Technology in Math Education |
|
Course Notes: |
Demiraslan, Y. & Usluel, Y. (2005). Bilgi ve İletişim Teknolojilerinin Öğrenme-Öğretme Sürecine Entegrasyonunda Öğretmenlerin Durumu, The Turkish Online Journal of Educational Technology, 4(3), 119-123.
Guzman, A. & Nussbaumt, M. (2009). Teaching competencies for technology integration in the classroom. Journal of Computer Assisted Learning, 25, 453-469.
ISTE (2008). ISTE’s Educational Technology Standards for Teachers. USA: ISTE. 7 Agustos 2012 tarihinde http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/
2008Standards/NETS_for_Teachers_2008.htm adresinden alınmıştır.
Rasinen, A. (2003). An analysis of the technology education curriculum of six countries. Journal of Technology Education, 15.
Usluel-Koçak,Y., Mumcu-Kuşkaya,F. & Demiraslan Y. (2007). Öğrenme-öğretme sürecinde bilgi ve iletişim teknolojileri: Öğretmenlerin entegrasyon süreci ve engelleriyle ilgili görüşleri, Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 32, 164-179. |
References: |
|
|
Program Outcomes |
Level of Contribution |
1) |
Ability to assimilate mathematic related concepts and associate these concepts with each other.
|
|
2) |
Ability to gain qualifications based on basic mathematical skills, problem solving, reasoning, association and generalization.
|
|
3) |
Be able to organize events, for the development of critical and creative thinking and problem solving skills, by using appropriate methods and techniques. |
|
4) |
Ability to make individual and team work on issues related to working and social life. |
|
5) |
Ability to transfer ideas and suggestions, related to topics about his/her field of interest, written and verball. |
|
6) |
Ability to use mathematical knowledge in technology. |
|
7) |
To apply mathematical principles to real world problems. |
|
8) |
Ability to use the approaches and knowledge of other disciplines in Mathematics. |
|
9) |
Be able to set up and develope a solution method for a problem in mathematics independently, be able to solve and evaluate the results and to apply them if necessary. |
|
10) |
To be able to link abstract thought that one has to concrete events and to transfer the solutions and examine and interpret the results scientifically by forming experiments and collecting data. |
|
11) |
To be able to conduct a research either as an individual or as a team member, and to be effective in each related step of the project, to take role in the decision process, to plan and manage the project by using time effectively. |
|
12) |
To be able to acquire necessary information and to make modeling in any field that mathematics is used and to improve herself/himself, |
|