|
Week |
Subject |
Related Preparation |
| 1) |
Introduction to the course Objectives, outline, resources of the course |
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| 2) |
Integration of information technologies in learning-teaching process |
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| 3) |
Information technologies use in schools? Why? Elements of the need for technology integration |
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| 4) |
Diffusion of Innovation Theory (Rogers) What technology integration is, what it is not |
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| 5) |
Current situation in schools regarding technology integration Key terms in the area |
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| 6) |
Technology integration planning process and its stages |
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| 7) |
Technology integration models in course levels |
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| 8) |
Midterm |
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| 9) |
Technology integration models in course levels(cont) |
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| 10) |
Technology planning in schools Dimensions of technology planning |
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| 11) |
Key factors to prevent success of technology integration Key factors to prevent applying technology integration |
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| 12) |
Current situation in MEB and private schools Tasks, role and responsibilities of technology coordinators in schools Training of technology coordinators |
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| 13) |
Technology planning models in schools |
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| 14) |
Technology planning models in schools(cont) |
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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. |
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| 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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