|
Week |
Subject |
Related Preparation |
| 1) |
Introduction to development and physical development |
Course slides |
| 2) |
Physical development (cont.) |
Course slides |
| 3) |
Cognitive Development (Piaget & Vygotsky) and Language development |
Woolfolk / Ch.2-3 Yıldırım, et al. / Ch.2-3 |
| 4) |
Cognitive Development (Piaget &Vygotsky ) & Language Development (cont) |
Woolfolk / Ch.2-3 Yıldırım, et al. / Ch.2-3 |
| 5) |
Psychosocial development (Erikson) & Moral development (Piaget - Kohlberg - Gilligan) |
Woolfolk / Ch.3 Yıldırım, et al. / Ch.3 |
| 6) |
Psychosocial Development (cont. Erikson) & Moral Development (Piaget-Kohlberg-Gilligan) (cont.) |
Woolfolk / Ch.3 Yıldırım, et al. / Ch.3 |
| 7) |
Psychosexual Development (Freud) |
Yıldırım, et al. / Ch.4 |
| 8) |
Psychosexual Development (cont. Freud) |
Yıldırım, et al. / Ch.4 |
| 9) |
Behavioral Views of Learning |
Woolfolk / Ch.6 Yıldırım, et al. / Ch.5 |
| 10) |
Behavioral Views of Learning (cont.) & Cognitive views on learning |
Woolfolk / Ch.6-7 Yıldırım, et al. / Ch.5-6 |
| 11) |
Cognitive Views of Learning (cont.) & Complex cognitive processes |
Woolfolk / Ch.7-8 Yıldırım, et al. / Ch.6 |
| 12) |
Complex cognitive processes (cont.) & Social-cognitive approach to learning |
Woolfolk / Ch.8-9 Yıldırım, et al. / Ch.6 |
| 13) |
Social cognitive approach (cont) & Constructivist approach |
Woolfolk / Ch.8-9 |
| 14) |
Constructivist approach (cont) and Humanist Approaches to learning |
Woolfolk / Ch.9 Yıldırım, et al. / Ch.7 |
|
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. |
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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. |
|
| 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. |
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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. |
|
| 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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