|
Week |
Subject |
Related Preparation |
| 1) |
Orientation
• Review of Syllabus
• Expectations
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| 2) |
Discussing Potential Teaching Methods for Programming and Computational Thinking |
Read Shared Materials |
| 3) |
Constructionism
• Philosophy
• A Learning Theory
• A Model for Computer Science
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| 4) |
Programming Skills
• ISTE Standards
• K–12 Computer Science Framework
• The CSTA K-12 Computer Science Standards
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| 5) |
Programming Teaching Methods and Tools – I
• Student Presentations
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| 6) |
Programming Teaching Methods and Tools – II
• Student Presentations
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| 7) |
Programming Teaching Methods and Tools – III
• Student Presentations
|
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| 8) |
Programming Teaching Methods and Tools – IV
• Student Presentations
|
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| 9) |
Designing an Activity to Teach Programming – I
• Hands-on Activity
|
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| 10) |
Designing an Activity to Teach Programming – II
• Hands-on Activity
|
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| 11) |
Designing an Activity to Teach Programming – III
• Hands-on Activity
|
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| 12) |
Designing an Activity to Teach Programming – IV
• Hands-on Activity
|
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| 13) |
Implementing the Designed Activity with the potential audience |
|
| 14) |
Evaluation of Implementation
Review
|
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|
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. |
|
| 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. |
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| 3) |
To develop competencies related to software languages, operating systems, computer networks and computer hardware. |
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| 3) |
To use the most appropriate curriculum frameworks to plan lessons and activities based on active and student-centered learning integrated with technology. |
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| 4) |
To use the most appropriate curriculum frameworks to plan lessons and activities based on active and student-centered learning integrated with technology. |
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| 5) |
To plan, implement and evaluate classroom activities that utilize cutting-edge technologies to foster creativity, problem solving and critical thinking using scientific methods. |
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| 6) |
To build strong theoretical and applied models to develop solutions to problems that focus on systems and human development within a learning organization. |
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| 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. |
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| 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. |
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| 9) |
To effectively use and evaluate educational technologies and appropriately designed instructional models as a means of achieving and meeting learning objectives and requirements. |
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| 10) |
To utilize effective metacognitive techniques to make the classroom a community of learners engaged in lifelong learning activities. |
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| 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. |
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| 12) |
To implement cost and time sensitive strategies to support individuals and organizations to carry out their work more effectively. |
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| 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. |
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| 15) |
To gain fluency in interpersonal communication, teaching frameworks and the use of different technologies in relation to national norms and laws. |
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