|
Week |
Subject |
Related Preparation |
1) |
Meeting and introduction |
Syllabus |
2) |
Education and social class |
Orta Sınıf ve Eğitimde Neoliberal Yeniden Yapılanma / Canan Aratemur Çimen
|
3) |
Forms of capital and meritocracy |
Forms of Capital / Pierre Bourdieu |
4) |
Near history political changes and reflections on education (cont.) |
Cumhuriyet Dönemi Eğitim Tartışmaları / Osman Kafadar |
5) |
Village institutes: aim, establishment, disestablishment |
• The Village Institutes Experience in Turkey / Asım Karaömerlioğlu
|
6) |
Women's rights, movements, feminism and their educational impact in Turkey |
* Yeni Adam ve Yeni Kadın: 1930’ler ve 40’larda Kadın, Cinsiyet ve Ulus / Duygu Köksal
* Kız Enstitüleri: Ev Kadını Yetiştiren Asri Bir Müessese / Fatma Gök
|
7) |
Women's rights, movements, feminism and their educational impact in Turkey (cont.) |
• From Emancipation to Liberation: The Changing Role of Women in Turkey’s Public Realm / Yeşim Arat
|
8) |
Gender and education |
Toplumsal Cinsiyet, Eğitim ve Dönüştürücü Bilginin Olanaklılığı / Peggy Stromquist
|
9) |
Gender and education (cont) |
Okumaz yazmaz Türk kadınların perspektifinden
okuryazarlık ve okumaz yazmazlık / Yıldız, Ateş, Yıldırım, Rasinsky
The historical and political context of adult literacy in Turkey / Fevziye Sayılan & Ahmet Yıldız
|
10) |
Near history political changes and reflections on education |
• 1980'lerde Eğitim Sisteminin Yeniden Yapılandırılması: Küreselleşme ve Neoliberal Eğitim Politikaları / Fuat Ercan |
11) |
Near history political changes and reflections on education (cont) |
• The Privatization of Education in Turkey / Fatma Gök
• Küresel aktörler: (Dünya Bankası ve GATS) ve Eğitimde Neoliberal Dönüşüm / Fevziye Sayılan |
12) |
State, hegemony, democracy, freedom |
1984 / George Orwell (movie) |
13) |
State, hegemony, democracy, freedom |
• 1984 / George Orwell (book)
|
14) |
Conclusion & Final discussions |
|
15) |
Finals |
- |
16) |
Finals |
- |
|
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. |
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