Descriptions of thinking and critical thinking, Differences between thinking and critical thinking, Consequences & Sequels Aims, Goals and Objectives Planning, First Important Priorities, Alternatives, Possibilities, Choices Decisions OPV, Socrative Questioning and Socrative Seminars, CoRT 2 Introduction Introduction of Recognize, Analyze Compare and Selection Their application and producing activities with these techniques, Find other ways, Start Organize, Focus, Consolidate, Conclude, EBS: Examine Both Sides, ADI: Agreement, Disagreement, Irrelevance, Random Input Concept Challenge Dominant Idea Define the Problem
Teaching Methods and Techniques Used in the Course
-Case Study
-Technology Assisted Learning
-Reading
-Simulation
-Individual Work
-Cooperative Learning |
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Week |
Subject |
Related Preparation |
| 1) |
Introduction of the course and requirements |
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| 2) |
Descriptions of thinking and critical thinking
Differences between thinking and critical
thinking
CoRT 1 Introduction
Introduction of PMI, CAF and its rules |
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| 3) |
Consequences & Sequels
Aims, Goals and Objectives
Planning, First Important Priorities
Their application and producing activities with these techniques |
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| 4) |
Alternatives, Possibilities, Choices
Decisions
OPV
Their application and producing activities with these techniques |
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| 5) |
Socrative Questioning and Socrative Seminars |
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| 6) |
CoRT 2 Introduction
Introduction of Recognize, Analyze
Compare and Selection
Their application and producing activities
with these techniques |
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| 7) |
Consolidate, Conclude
Their application and producing activities
with these techniques |
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| 8) |
Find other ways, Start
Organize, Focus
Their application and producing activities
with these techniques |
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| 9) |
EBS: Examine Both Sides
Evidence: Type
Evidence: Value
Evidence: Structure
Their application and producing activities with these techniques |
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| 10) |
EBS: Examine Both Sides
Evidence: Type
Evidence: Value
Evidence: Structure
Their application and producing activities
with these techniques |
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| 11) |
Being Wrong 2
Outcome
Yes, No, Po
Stepping Stone
Their application and producing activities
with these techniques |
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| 12) |
Random Input
Concept Challenge
Dominant Idea
Define the Problem
Their application and producing activities with these techniques |
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| 13) |
Remove Faults
Combination
Requirements
Evaluation
Their application and producing activities with these techniques |
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| 14) |
General Revision |
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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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| 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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