|
Week |
Subject |
Related Preparation |
1) |
Introduction. Understanding Teaching Profession. |
Course slides |
2) |
Characteristics of Effective Teachers |
Course notes |
3) |
Sociology of education |
Ballentine, J.H. (1989). Ch1: “Sociology of education”. The Sociology of Education: A Systematic Analysis. London: Prentice-Hall.) |
4) |
Sociology of education |
Orstein, A.C., Levine, D.U., Guek, G., Vocke, D.E.. Foundations of Education. 12th Edition Ch.10 |
5) |
Sociology of Education (cont) |
Ornstein & Levine, 12th ed / Ch.10-11 |
6) |
Sociology of Education (cont) |
Ornstein & Levine, 12th Ed / Ch11 |
7) |
History of Education / World |
Ornstein & Levine, 5th Ed / Ch.3 |
8) |
History of Education / World (cont) |
Ornstein & Levine, 5th Ed / Ch.3 |
9) |
Philosophical foundations of education |
Ornstein & Levine, 5th Ed / Ch12 |
10) |
Philosophical foundations of education (cont) |
Ornstein & Levine, 5th Ed / Ch12 |
11) |
Pioneers in Education |
Ornstein & Levine, 5th Ed / Ch 4 |
12) |
Pioneers in education (cont) |
Ornstein & Levine, 5th Ed / Ch 4 |
13) |
History of Education / Turkey |
* Hamiloğlu,K. (2001). “The history of education in Turkey” (pp.70-107). The teacher training policies in Turkey in a changing socio-political context from 1946 to the present day. (Unpublished PhD dissertation, Boğaziçi University, İstanbul) * Course slides |
14) |
History of Education / Turkey (cont.) |
* Hamiloğlu,K. (2001). “The history of education in Turkey” (pp.70-107). The teacher training policies in Turkey in a changing socio-political context from 1946 to the present day. (Unpublished PhD dissertation, Boğaziçi University, İstanbul) * Course slides |
|
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. |
|