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 |
CET1002 | Introduction to Web Programming | Fall | 2 | 2 | 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 Lecturer(s): |
Instructor BARIŞ ERDOĞAN Dr. Öğr. Üyesi ÖZGÜR ERKUT ŞAHİN |
Course Objectives: | This course is aimed to teach to students the fundamentals of designing and developing a web site. The topics covered include design issues specific to web-based presentations, web page layout, and effective navigation. In addition, some of the how-to's, in's, out's and pitfalls of using graphics, color and fonts on web pages as well as working with tables, Java Script and CSS are discussed. |
The students who have succeeded in this course; At the end of the semester the students will be able to: 1. Create a simple web page. 2. Develop the various components of a web page. 3. Establish a connection between Web pages. 4. Organize the web page with Tables. 5. Organize the web page with Layer & CSS. 6. Use a web design program. 7. Understand JavaScript code. 8. Use the JavaScript code. |
Create a Web page, the pages linking to each other, the visual elements in a variety of web pages, editing, editing web pages with CSS, Javascript code analysis and web pages to add objects to JavaScript. |
Week | Subject | Related Preparation | |
1) | HTML Basics | ||
2) | Simple HTML Tags | ||
3) | HTML Tags (II) | ||
4) | Building the Site with Dreamweaver | ||
5) | Creating a Web Page | ||
6) | Working with Tables | ||
7) | Layout Features | ||
8) | Layout Features (II) - Adding Cells, Modifying Cells, adding Images | ||
9) | Working with Layers (I) - Layers Panel - Creating, modifying Layers | ||
11) | Working with Layers (II) -Formatting -Converting to Table | ||
12) | Creating Forms | ||
13) | Cascading Style Sheets (I) | ||
14) | Cascading Style Sheets (II) | ||
15) | Final exam | ||
16) | Final exam |
Course Notes: | |
References: |
Semester Requirements | Number of Activities | Level of Contribution |
Attendance | 14 | % 10 |
Laboratory | 14 | % 20 |
Application | % 0 | |
Field Work | % 0 | |
Special Course Internship (Work Placement) | % 0 | |
Quizzes | 4 | % 5 |
Homework Assignments | % 0 | |
Presentation | % 0 | |
Project | 1 | % 10 |
Seminar | % 0 | |
Midterms | 2 | % 25 |
Preliminary Jury | % 0 | |
Final | 1 | % 30 |
Paper Submission | % 0 | |
Jury | % 0 | |
Bütünleme | % 0 | |
Total | % 100 | |
PERCENTAGE OF SEMESTER WORK | % 60 | |
PERCENTAGE OF FINAL WORK | % 40 | |
Total | % 100 |
Activities | Number of Activities | Duration (Hours) | Workload |
Course Hours | 14 | 3 | 42 |
Laboratory | 14 | 2 | 28 |
Application | 0 | 0 | 0 |
Special Course Internship (Work Placement) | 0 | 0 | 0 |
Field Work | 0 | 0 | 0 |
Study Hours Out of Class | 0 | 0 | 0 |
Presentations / Seminar | 0 | 0 | 0 |
Project | 1 | 30 | 30 |
Homework Assignments | 0 | 0 | 0 |
Quizzes | 4 | 5 | 20 |
Preliminary Jury | 0 | ||
Midterms | 2 | 10 | 20 |
Paper Submission | 0 | ||
Jury | 0 | ||
Final | 1 | 30 | 30 |
Total Workload | 170 |
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. |