|
Week |
Subject |
Related Preparation |
| 1) |
Introduction: Humans as the Main Element of Society |
Compiled Material |
| 2) |
Theories of Society in Historical Perspective I |
Compiled Material |
| 3) |
Theories of Society in Historical Perspective II |
Compiled Material |
| 4) |
Culture as a Social Phenomenon and its Manifestation |
Compiled Material |
| 5) |
History of Cultures and Social Movements |
Compiled Material |
| 6) |
From Cultures to Civilizations: Philosophy of Cilization I |
Compiled Material |
| 7) |
From Cultures to Civilizations: Philosophy of Cilization II |
Compiled Material |
| 8) |
Midterm exam |
|
| 9) |
The Rise of Civilizations in Human History and Ancient Civilizations |
Compiled Material |
| 10) |
Conflict and Alliance in Ancient Civilizations |
Compiled Material |
| 11) |
New Era Civilizations: İslam |
Compiled Material |
| 12) |
New Era Civilizations: Western |
Compiled Material |
| 13) |
The Global Age and Civilizations in Contemporary World |
Compiled Material |
| 14) |
Relationship Between Civilizations: The Clash and Alliance Thesis |
Compiled Material |
| Course Notes: |
Derste dağıtılacak.
May be distributed in class. |
| References: |
Recep Şentürk, Açık Medeniyet & Çok Medeniyetli Dünya ve Topluma Doğru, İstanbul: Timaş Yayınları, 2010.
Niall Ferguson, Civilization: The West and the Rest, London: Penguin Boooks, 2011;
Roger Osborne, Civilization: A New History of the Western World, New York: Pegasus Book, 2006.
Recep Şentürk, Açık Medeniyet & Çok Medeniyetli Dünya ve Topluma Doğru, İstanbul: Timaş Yayınları, 2010.
Niall Ferguson, Civilization: The West and the Rest, London: Penguin Boooks, 2011;
Roger Osborne, Civilization: A New History of the Western World, New York: Pegasus Book, 2006.
|
|
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. |
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| 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 |