| COMPUTER EDUCATION AND INSTRUCTIONAL TECHNOLOGIES | |||||
| Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 | ||
| Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
| CET2102 | Approaches to Learning and Teaching in Information | Spring | 2 | 0 | 2 | 6 |
| The course opens with the approval of the Department at the beginning of each semester |
| Language of instruction: | En |
| Type of course: | Departmental Elective |
| Course Level: | Bachelor |
| Mode of Delivery: | Face to face |
| Course Coordinator : | Dr. Öğr. Üyesi YAVUZ SAMUR |
| Course Objectives: | To acquire basic knowledge and skills about; objectives and basic principles of ICT education; history of ICT education; reflections of learning and teaching approaches to ICT teaching; basic skills in ICT education; examples of in-class applications; current trends and problems in ICT education; components of effective ICT instruction; evaluation in ICT education; social, cultural and economic aspects of ICT education |
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The students who have succeeded in this course; To explain objectives and basic principles of ICT education To explain history of ICT education To discuss reflections of learning and teaching approaches to ICT teaching To apply basic skills in ICT education To discuss examples of in-class applications To explain current trends and problems in ICT education To explain components of effective ICT instruction To explain evaluation in ICT education To explain social, cultural and economic aspects of ICT education |
| Objectives and basic principles of ICT education History of ICT education Reflections of learning and teaching approaches to ICT teaching Basic skills in ICT education Examples of in-class applications Current trends and problems in ICT education Components of effective ICT instruction Evaluation in ICT education Social, cultural and economic aspects of ICT education |
| Week | Subject | Related Preparation | |
| 1) | Objectives and basic principles of ICT education | ||
| 2) | History of ICT education | ||
| 3) | Reflections of learning and teaching approaches to ICT teaching | ||
| 4) | Reflections of learning and teaching approaches to ICT teaching | ||
| 5) | Basic skills in ICT education | ||
| 6) | Basic skills in ICT education | ||
| 7) | Basic skills in ICT education | ||
| 7) | Basic skills in ICT education | ||
| 8) | Midterm | ||
| 9) | Examples of in-class applications | ||
| 10) | Components of effective informatics teaching | ||
| 11) | Components of effective informatics teaching | ||
| 12) | Evaluation in ICT education | ||
| 13) | Social, cultural and economic aspects of ICT education | ||
| 14) | Social, cultural and economic aspects of ICT education | ||
| Course Notes: | Adelsberger, H. H., Pawlowski, J. M. (2002). Handbook on Information Technologies for Education and Training. Springer. Bardakçı, S. ve Keser, H. (2017). Bilişim Teknolojilerinin Eğitime Entegrasyonu. Nobel Akademik Yayıncılık. Çoban, A. (2016). Bilişim Teknolojileri Sosyal Yapı ve Eğitim. Pegem Akademi Yayıncılık. Kinshuk (2016). Designing Adaptive and Personalized Learning Environments. Routledge. Odabaşı, H. F. (2010). Bilgi ve İletişim Teknolojileri Işığında Dönüşümler. Nobel Yayın Dağıtım Şahin, S. (2016). Eğitimde Bilişim Teknolojileri I-II. Pegem Akademi Yayıncılık |
| References: |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | 14 | % 5 |
| Laboratory | % 0 | |
| Application | % 0 | |
| Field Work | % 0 | |
| Special Course Internship (Work Placement) | % 0 | |
| Quizzes | % 0 | |
| Homework Assignments | % 0 | |
| Presentation | 2 | % 15 |
| Project | 1 | % 15 |
| Seminar | % 0 | |
| Midterms | 1 | % 20 |
| Preliminary Jury | % 0 | |
| Final | 1 | % 45 |
| Paper Submission | % 0 | |
| Jury | % 0 | |
| Bütünleme | % 0 | |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 40 | |
| PERCENTAGE OF FINAL WORK | % 60 | |
| Total | % 100 | |
| Activities | Number of Activities | Duration (Hours) | Workload |
| Course Hours | 14 | 2 | 28 |
| 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 | 1 | 10 | 10 |
| Presentations / Seminar | 2 | 6 | 12 |
| Project | 1 | 10 | 10 |
| Homework Assignments | 0 | 0 | 0 |
| Quizzes | 0 | 0 | 0 |
| Preliminary Jury | 0 | 0 | 0 |
| Midterms | 0 | 15 | 0 |
| Paper Submission | 0 | 0 | 0 |
| Jury | 0 | 0 | 0 |
| Final | 1 | 20 | 20 |
| Total Workload | 80 | ||
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| 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. | |
| 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. | |
| 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. | |
| 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. | |
| 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. |