| 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 |
| EDS4004 | Teaching Application | Spring | 2 | 6 | 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 : | Assoc. Prof. BERNA GÜLOĞLU |
| Course Lecturer(s): |
Instructor NEŞE UYANIK Dr. Öğr. Üyesi BURÇAK ÇAĞLA GARİPAĞAOĞLU Instructor BARIŞ ERDOĞAN Dr. Öğr. Üyesi ÖZGÜR ERKUT ŞAHİN Dr. Öğr. Üyesi ENİSA MEDE Dr. Öğr. Üyesi MUSTAFA POLAT Instructor RUKİYE ÖZLEM ÖZTÜRK Dr. Öğr. Üyesi YAVUZ SAMUR Prof. Dr. DERİN ATAY |
| Course Objectives: | Helping student teachers practice the knowledge and skills they learned in a school environmentand acquire the skills that a teacher should have. |
|
The students who have succeeded in this course; 1 For a Information Science course, students will be able to create a lesson plan and yearly plan for that course. 2 For a given lesson plan, students will be able to follow the plan and implement required the activities and interactions in the class. 3 In a course session, students will be able to determine suitable questioning techniques and samples from the lesson plan and implement them in the class. 4 For a given lesson plan, students will be able to implement selected teaching techniques and methods in the classroom. 5 While teaching in the class, students will be able to implement the appropriate classroom management techniques. |
| introduction of the school, how to observe a class, teaching practice, lesson planning, preparation of teaching practice file |
| Week | Subject | Related Preparation | |
| 1) | Introduction of the course, introduction of the school. | ||
| 2) | Teaching practice, observation of classes | Recommended readings | |
| 3) | Teaching practice, class observation | Recommended reading | |
| 4) | Teaching practice, class observation | Recommended readings | |
| 5) | Teaching practice, lesson planning | ||
| 6) | Teaching practice, lesson planning | ||
| 7) | Teaching practice, lesson planning | Submission of lesson plan | |
| 8) | Revision of the lesson plan | Revision based on feedback | |
| 9) | Teaching practice, class onservation | Recommended readings | |
| 11) | Teaching practice, class observation | Recommended readings | |
| 12) | Teaching practice, lesson planning | ||
| 13) | Teaching practice, lesson planning | ||
| 14) | Teaching practice, preparation of teaching practice file | Recommended readings | |
| Course Notes: | YÖK tarafından hazırlanmış öğretmenlik uygulaması yönergesi çerçevesinde ders işlenecektir. |
| References: | Sulak, H., Sulak, H., Pilten, Ö., Doğan, A. (2009). Okul Deneyimi ve Öğretmenlik Uygulaması. Ankara: Eğitim Yayınları. |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | 14 | % 20 |
| Laboratory | % 0 | |
| Application | 2 | % 40 |
| Field Work | % 0 | |
| Special Course Internship (Work Placement) | 1 | % 20 |
| Quizzes | % 0 | |
| Homework Assignments | 1 | % 20 |
| Presentation | % 0 | |
| Project | % 0 | |
| Seminar | % 0 | |
| Midterms | % 0 | |
| Preliminary Jury | % 0 | |
| Final | % 0 | |
| Paper Submission | % 0 | |
| Jury | % 0 | |
| Bütünleme | % 0 | |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 100 | |
| PERCENTAGE OF FINAL WORK | % 0 | |
| Total | % 100 | |
| Activities | Number of Activities | Duration (Hours) | Workload |
| Course Hours | 14 | 1 | 14 |
| Laboratory | 0 | 0 | 0 |
| Application | 2 | 1 | 2 |
| Special Course Internship (Work Placement) | 14 | 4 | 56 |
| Field Work | 0 | 0 | 0 |
| Study Hours Out of Class | 0 | 0 | 0 |
| Presentations / Seminar | 0 | 0 | 0 |
| Project | 0 | 0 | 0 |
| Homework Assignments | 1 | 20 | 20 |
| Quizzes | 0 | 0 | 0 |
| Preliminary Jury | 0 | ||
| Midterms | 0 | 0 | 0 |
| Paper Submission | 0 | ||
| Jury | 0 | ||
| Final | 0 | 0 | 0 |
| Total Workload | 92 | ||
| 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. |