| EDUCATIONAL TECHNOLOGY (TURKISH, PHD) | |||||
| PhD | TR-NQF-HE: Level 8 | QF-EHEA: Third Cycle | EQF-LLL: Level 8 | ||
| Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
| EDT6011 | Integrative Education with Technology | Fall Spring |
3 | 0 | 3 | 12 |
| The course opens with the approval of the Department at the beginning of each semester |
| Language of instruction: | Tr |
| Type of course: | Departmental Elective |
| Course Level: | |
| Mode of Delivery: | Face to face |
| Course Coordinator : | Dr. Öğr. Üyesi YAVUZ SAMUR |
| Course Objectives: | This course is designed to be an overview of the principles, techniques, applications and innovation used in assistive technology (AT) for people with special needs. The basic concept of the course material is to learn about and use technologies (low to high) to overcome handicaps, improve functionality and identify features to meet the educational needs of this population. Strategic Technology Analysis and Strategies for integrating AT into the classroom in both self-contained and inclusive settings will be discussed. The course will be focusing mostly on integrating technology/computer-based applications and adaptations. |
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The students who have succeeded in this course; The students who have succeeded in this course; 1. Explain the principles of UD; 2. Distinguish the differences between AT and universal design for learning (UDL); 3. Demonstrate an understanding of IEP and its goals; 4. Identify the legislative policies connected with AT; 5. Review and discuss equity, ethical and legal issues in using technology in schools; 6. Identify national and local organizations and services associated with AT; 7. Demonstrate an understanding of the process of developing AT and the roles of the professionals involved in developing and using AT; 8. Match disability types to specific AT; 9. Discuss the process of AT evaluation and assessment; 10. Test web pages for compliance with accessibility guidelines and laws. |
| Topics include IEP (Individualized Education Program) and Universal Design (UD)/Access, Specialized Adaptive Devices and Strategies, Windows & Mac built-in Accessibility tools, Text to Speech & Speech to Text, Web accessibility, and basic programming techniques. |
| Week | Subject | Related Preparation | |
| 1) | Orientation | ||
| 2) | AT Overview: Laws and Continuum Role of AT in the Classroom Definition of AT, areas of application identified, overview of the AT Acts and Science and Technology Policies | ||
| 3) | Universal Design (UD), Accessibility, Universal Design for Learning (UDL) | ||
| 4) | Content Area, AT & UDL, UD & UDL Relationship | ||
| 5) | Technology Assessment, Exploration of major tools and frameworks used in AT assessments | ||
| 6) | IEP, Present Levels of Academic Achievement & Functional Performance; Goals & Objectives | ||
| 7) | AT & Autism | ||
| 8) | AT for the Young Child, Discuss and demonstrate “low tech” assistive technology | ||
| 9) | AT for High Incidence Disabilities | ||
| 10) | AT: Positioning & Mobility | ||
| 11) | AT for Communication | ||
| 12) | AT: Sensory Impairments | ||
| 13) | AT for Distance Learning Web Accessibility | ||
| 14) | AT Observation Presentations | ||
| Course Notes: | - Bryant, D.P. and Bryant, B.R.(2012). Assistive Technology for people with disabilities. The Unites States:Pearson Education Inc. - Sadao, K.C. and Robinson, N.B. (2010). Assistive technology for young children. Maryland:Paul H. Brookes Publishing Co. - Dell, A.G., Newton, D.A. and Petroff, J. G. (2012). Assistive Technology in the classroom. New Jersey: Pearson Education Inc. - Beard, L.A., Bowden Carpenter, L., & Johnston, L. B. (2011). Assistive technology access for all students (2nd ed.). New Jersey: Pearson Education Inc. - Wehmeyer, M.L., Smith,S.J., Palmer, S.B., Davies, D.K., & Stock, S.E. (2004). Technology use with mental retardation. International review of research in mental retardation. Volume 29, Elsevier Academic Press: Sam Diego California - Wehmeyer, M.L, Palmer, S.B., Smith,S.J.,Parent, W. Davies, D.K., & Stock (2006). Technology use by people with intellectual and developmental disabilities to support employment activities: A single-subject design meta analysis,.Journal of Vocational Rehabilitation 24, 81–86. - Wehmeyer, M.L.,Tasse, M.J., Davies, D.K., & Stock, S. (2012). The role of technology use by a person with intellectual or developmental disabilities as a family support. Rivistadi studi familiari. 16(2), 90-99. |
| References: |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | 10 | % 20 |
| Laboratory | 0 | % 0 |
| Application | 0 | % 0 |
| Field Work | 0 | % 0 |
| Special Course Internship (Work Placement) | 0 | % 0 |
| Quizzes | 0 | % 0 |
| Homework Assignments | 2 | % 40 |
| Presentation | 0 | % 0 |
| Project | 1 | % 40 |
| Seminar | 0 | % 0 |
| Midterms | 0 | % 0 |
| Preliminary Jury | 0 | % 0 |
| Final | 0 | % 0 |
| Paper Submission | 0 | % 0 |
| Jury | 0 | % 0 |
| Bütünleme | % 0 | |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 60 | |
| PERCENTAGE OF FINAL WORK | % 40 | |
| Total | % 100 | |
| Activities | Number of Activities | Duration (Hours) | Workload |
| Course Hours | 14 | 3 | 42 |
| Laboratory | 0 | 0 | 0 |
| Application | 0 | 0 | 0 |
| Special Course Internship (Work Placement) | 0 | 0 | 0 |
| Field Work | 0 | 0 | 0 |
| Study Hours Out of Class | 0 | 0 | 0 |
| Presentations / Seminar | 0 | 0 | 0 |
| Project | 1 | 80 | 80 |
| Homework Assignments | 2 | 40 | 80 |
| Quizzes | 0 | 0 | 0 |
| Preliminary Jury | 0 | 0 | 0 |
| Midterms | 0 | 0 | 0 |
| Paper Submission | 0 | 0 | 0 |
| Jury | 0 | 0 | 0 |
| Final | 0 | 0 | 0 |
| Total Workload | 202 | ||
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | To comprehend current and advanced knowledge in the field of educational technology and being able to relate this knowledge information with education. | |
| 2) | To comprehend relations between Educational Technology and others disciplines and being able to state ideas concerning possible implementations in framework of these relations. | |
| 3) | To be able to evaluate, improve and design applications, methods generate new ideas which are innovative for educational technology. | |
| 4) | Being able to manage original research in educational technology using interdisciplinary perspective. | |
| 5) | Being able to investigate original issues within the frame of scientific research techniques as independently or in cooperation with others. Then being able to present the obtained results as research report. | |
| 6) | Being able to advocate original views in discussions in the field of educational technologies. | |
| 7) | Being able to communicate with experts in the field of educational technologies in written, orally and visually. | |
| 8) | Being able to create new ideas and techniques concerning educational technology using high level mental process such as creative and critical thinking, problem solving and decision making. | |
| 9) | Being able to make contributions to the society in being an information society and sustaining this by following the emerging scientific, technological, social and cultural developments. | |
| 10) | To make contribution to solve social, scientific, cultural and ethic problems in issues related to e-learning technologies and promote development of these values. | |
| 11) | Being able to make contributions to the knowledge in the field by publishing a scientific article in the field of educational technologies at national or international journals. | |
| 12) | Being able to lead the situations when original and interdisciplinary problems are needed to be solved. |