Course Detail
Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| CHILD and MEDIA | OÖ4212053 | Spring Semester | 2+0 | 2 | 4 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assist.Prof. Tuğba DURAK DEMİRHAN |
| Name of Lecturer(s) | Assist.Prof. Tuğba DURAK DEMİRHAN |
| Assistant(s) | Res. Assist. Büşra Tilkici Zelka |
| Aim | This course aims to enable students to analyze issues such as violence, bullying, and children's rights within the framework of media theories that examine the relationship between children and digital media products; to associate the impact of media on child development; to explore the link between media and childhood obesity; to evaluate media content from the perspective of children's rights; to explain the role of families and schools in children's access to and use of digital media; to foster knowledge and awareness regarding the development of digital literacy in preschool children; and to enhance students' competencies in producing digital educational materials using artificial intelligence and Web 2.0 tools. |
| Course Content | This course contains; Concepts and Definitions Related to Media and Digital Media. Media, digital media, mass communication tools, new media, digital literacy, media literacy, social media, virtual communities, digital footprint...,Types of Media – Visual, Auditory, Print, and Digital Media. Digital media products: cartoons, advertisements, computer games, websites, etc. Production of digital educational materials using the Stop Motion technique.,Media theories that examine the relationships between children and digital media products,Media and violence in the context of the impact of media on child development. Media and violence in the context of the impact of media on child development.,Media bullying and digital bullying in the context of the impact of media on child development.,Evaluation of media and digital media products from the perspective of children's rights, and the protection and promotion of children's rights through media.,The impact of media on child health, childhood obesity, and its mental and physical effects.,Digital addiction in childhood.,The role of the family in access to and use of digital media.,Media literacy in the preschool period and digital literacy skills in the Maarif Preschool Program.,The role of schools and teachers in digital media access. Classroom environments and teacher competencies in the digital age.,Producing digital educational materials using artificial intelligence tools.,Producing digital educational materials using web2 tools. (Canva, Kahoot, Live Workshetts, Wordwall, Educaplay, Animated Drawing, Plotagon, Story Jumper, E book Creator, ...),Evaluation of digital educational materials produced by students.. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Explains fundamental concepts and definitions related to media and digital media. | 14, 16, 9 | B, E |
| Distinguishes types of media and defines digital media products. | 10, 13, 14, 9 | B |
| Analyzes media theories examining the relationship between children and digital media products. | 10, 9 | B, E |
| Evaluates the impact of media on child development and the concept of violence in bullying and digital bullying in media. | 10, 13, 16, 30, 9 | B, E |
| Assesses media and digital media products from the perspective of children's rights; explains the protection and promotion of children's rights through media. | 10, 14, 36, 9 | B, E, H |
| Analyzes the effects of media on child health, particularly childhood obesity and its mental and physical impacts. | 10, 13, 15, 16, 9 | B, E |
| Reviews literature on digital addiction in childhood to raise awareness on the topic. | 10, 14, 3, 4 | E |
| Explains the roles of family and school in access to and use of digital media. | 10, 13, 19, 9 | B, E |
| Develops skills to produce digital educational materials using artificial intelligence and Web 2.0 tools. | 11, 14, 16, 34, 35, 37 | E, F, H |
| Evaluates the transformation of educational environments and teacher competencies in the digital age and develops awareness on the subject. | 10, 13, 3, 32, 37, 4 | B, F |
| Teaching Methods: | 10: Discussion Method, 11: Demonstration Method, 13: Case Study Method, 14: Self Study Method, 15: Role Play and Drama Technique, 16: Question - Answer Technique, 19: Brainstorming Technique, 3: Problem Baded Learning Model, 30: Predict-Observe-Explain Techniques, 32: Six Thinking Hats, 34: Educational Game Techniques , 35: Tutor Teaching Technique, 36: Peer Teaching Technique, 37: Computer-Internet Supported Instruction, 4: Inquiry-Based Learning, 9: Lecture Method |
| Assessment Methods: | B: Short Answer Exam, E: Homework, F: Project Task, H: Performance Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Concepts and Definitions Related to Media and Digital Media. Media, digital media, mass communication tools, new media, digital literacy, media literacy, social media, virtual communities, digital footprint... | A presentation is prepared by reading literature. |
| 2 | Types of Media – Visual, Auditory, Print, and Digital Media. Digital media products: cartoons, advertisements, computer games, websites, etc. Production of digital educational materials using the Stop Motion technique. | Concept mapping of digital media products and compilation of samples. |
| 3 | Media theories that examine the relationships between children and digital media products | Literature review and presentation preparation on media theories examining the relationship between children and digital media products. |
| 4 | Media and violence in the context of the impact of media on child development. Media and violence in the context of the impact of media on child development. | Analysis of sample digital media products within the framework of the concept of violence, compilation of example contents, and preparation of a presentation. |
| 5 | Media bullying and digital bullying in the context of the impact of media on child development. | Analysis of sample digital media products within the framework of the concept of bullying and digital bullying, compilation of example contents, and preparation of a presentation. |
| 6 | Evaluation of media and digital media products from the perspective of children's rights, and the protection and promotion of children's rights through media. | Examination of the Convention on the Rights of the Child, compilation of examples, and preparation of a presentation. |
| 7 | The impact of media on child health, childhood obesity, and its mental and physical effects. | Discussion about the positive and negative effects of media on child development |
| 8 | Digital addiction in childhood. | Literature review on digital addiction in childhood, compilation of sample news articles, and preparation of a presentation. |
| 9 | The role of the family in access to and use of digital media. | Thinkpiece about children's access to digital media from an early age |
| 10 | Media literacy in the preschool period and digital literacy skills in the Maarif Preschool Program. | Literature review on media and digital media literacy, examination of the Maarif Preschool Education Program, and preparation of a presentation. |
| 11 | The role of schools and teachers in digital media access. Classroom environments and teacher competencies in the digital age. | Classroom observation aimed at understanding the physical arrangement of school and classroom environments in terms of digital interaction, and the role of the school in children's access to digital media. |
| 12 | Producing digital educational materials using artificial intelligence tools. | Examination of artificial intelligence tools and production of sample content. |
| 13 | Producing digital educational materials using web2 tools. (Canva, Kahoot, Live Workshetts, Wordwall, Educaplay, Animated Drawing, Plotagon, Story Jumper, E book Creator, ...) | Examination of web2 tools and production of sample content. |
| 14 | Evaluation of digital educational materials produced by students. | Preparation of rubrics and charts for evaluation purposes. |
| Resources |
| Yılmaz D, Güney R. Medyanın Çocuklar Üzerindeki Etkileri ve Kullanımına İlişkin Öneriler. Dokuz Eylül Üniversitesi Hemşirelik Fakültesi Elektronik Dergisi. 2021; 14 (4): 486- 494 Kardeş, S. (2020). Digital literacy in early chilhood, Inonu University Journal of the Faculty of Education, 21(2), 827-839. DOI: 10.17679/inuefd.665327 |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Has knowledge of scientific and current theories, concepts and practices in the field of early childhood education. | X | |||||
| 2 | Has knowledge of the curriculum, teaching strategies, methods and techniques, and measurement and evaluation in the field of early childhood education. | ||||||
| 3 | Has knowledge of children's development and learning characteristics and learning difficulties. | X | |||||
| 4 | Applies appropriate teaching strategies, methods and techniques according to early childhood developmental characteristics and individual differences. | X | |||||
| 5 | Organizes learning environments suitable for children's development and needs, designs educational materials, and evaluates children's achievements in multiple aspects. | X | |||||
| 6 | Identifies and analyzes problems related to early childhood education and develops solutions based on evidence and scientific research. | X | |||||
| 7 | Effectively fulfills responsibilities in individual and group work to solve problems related to early childhood; uses strengths and improves weaknesses. | X | |||||
| 8 | Determines learning needs, uses ways to access information effectively, and develops positive attitude towards lifelong learning. | X | |||||
| 9 | Works with people related to the field in professional projects or activities for the social environment, with the awareness of serving the society; becomes a model for society with his appearance, attitude and behavior. | ||||||
| 10 | Uses Turkish language effectively and in accordance with its rules; communicates effectively with the environment using information and communication technologies. | X | |||||
| 11 | Shows professionally, scientifically and ethically appropriate behaviors with human rights, children's rights and democracy conscious. | ||||||
| 12 | Acts in accordance with quality management and workplace safety processes in early childhood education; establishes personal and institutional interactions to provide the safe school environment and protect environment. | ||||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |
| ECTS / Workload Table | ||||||
| Activities | Number of | Duration(Hour) | Total Workload(Hour) | |||
| Course Hours | 14 | 2 | 28 | |||
| Guided Problem Solving | 14 | 1 | 14 | |||
| Resolution of Homework Problems and Submission as a Report | 14 | 1 | 14 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 2 | 7 | 14 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 7 | 2 | 14 | |||
| General Exam | 14 | 2 | 28 | |||
| Performance Task, Maintenance Plan | 4 | 2 | 8 | |||
| Total Workload(Hour) | 120 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(120/30) | 4 | |||||
| ECTS of the course: 30 hours of work is counted as 1 ECTS credit. | ||||||
Detail Informations of the Course
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| CHILD and MEDIA | OÖ4212053 | Spring Semester | 2+0 | 2 | 4 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assist.Prof. Tuğba DURAK DEMİRHAN |
| Name of Lecturer(s) | Assist.Prof. Tuğba DURAK DEMİRHAN |
| Assistant(s) | Res. Assist. Büşra Tilkici Zelka |
| Aim | This course aims to enable students to analyze issues such as violence, bullying, and children's rights within the framework of media theories that examine the relationship between children and digital media products; to associate the impact of media on child development; to explore the link between media and childhood obesity; to evaluate media content from the perspective of children's rights; to explain the role of families and schools in children's access to and use of digital media; to foster knowledge and awareness regarding the development of digital literacy in preschool children; and to enhance students' competencies in producing digital educational materials using artificial intelligence and Web 2.0 tools. |
| Course Content | This course contains; Concepts and Definitions Related to Media and Digital Media. Media, digital media, mass communication tools, new media, digital literacy, media literacy, social media, virtual communities, digital footprint...,Types of Media – Visual, Auditory, Print, and Digital Media. Digital media products: cartoons, advertisements, computer games, websites, etc. Production of digital educational materials using the Stop Motion technique.,Media theories that examine the relationships between children and digital media products,Media and violence in the context of the impact of media on child development. Media and violence in the context of the impact of media on child development.,Media bullying and digital bullying in the context of the impact of media on child development.,Evaluation of media and digital media products from the perspective of children's rights, and the protection and promotion of children's rights through media.,The impact of media on child health, childhood obesity, and its mental and physical effects.,Digital addiction in childhood.,The role of the family in access to and use of digital media.,Media literacy in the preschool period and digital literacy skills in the Maarif Preschool Program.,The role of schools and teachers in digital media access. Classroom environments and teacher competencies in the digital age.,Producing digital educational materials using artificial intelligence tools.,Producing digital educational materials using web2 tools. (Canva, Kahoot, Live Workshetts, Wordwall, Educaplay, Animated Drawing, Plotagon, Story Jumper, E book Creator, ...),Evaluation of digital educational materials produced by students.. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Explains fundamental concepts and definitions related to media and digital media. | 14, 16, 9 | B, E |
| Distinguishes types of media and defines digital media products. | 10, 13, 14, 9 | B |
| Analyzes media theories examining the relationship between children and digital media products. | 10, 9 | B, E |
| Evaluates the impact of media on child development and the concept of violence in bullying and digital bullying in media. | 10, 13, 16, 30, 9 | B, E |
| Assesses media and digital media products from the perspective of children's rights; explains the protection and promotion of children's rights through media. | 10, 14, 36, 9 | B, E, H |
| Analyzes the effects of media on child health, particularly childhood obesity and its mental and physical impacts. | 10, 13, 15, 16, 9 | B, E |
| Reviews literature on digital addiction in childhood to raise awareness on the topic. | 10, 14, 3, 4 | E |
| Explains the roles of family and school in access to and use of digital media. | 10, 13, 19, 9 | B, E |
| Develops skills to produce digital educational materials using artificial intelligence and Web 2.0 tools. | 11, 14, 16, 34, 35, 37 | E, F, H |
| Evaluates the transformation of educational environments and teacher competencies in the digital age and develops awareness on the subject. | 10, 13, 3, 32, 37, 4 | B, F |
| Teaching Methods: | 10: Discussion Method, 11: Demonstration Method, 13: Case Study Method, 14: Self Study Method, 15: Role Play and Drama Technique, 16: Question - Answer Technique, 19: Brainstorming Technique, 3: Problem Baded Learning Model, 30: Predict-Observe-Explain Techniques, 32: Six Thinking Hats, 34: Educational Game Techniques , 35: Tutor Teaching Technique, 36: Peer Teaching Technique, 37: Computer-Internet Supported Instruction, 4: Inquiry-Based Learning, 9: Lecture Method |
| Assessment Methods: | B: Short Answer Exam, E: Homework, F: Project Task, H: Performance Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Concepts and Definitions Related to Media and Digital Media. Media, digital media, mass communication tools, new media, digital literacy, media literacy, social media, virtual communities, digital footprint... | A presentation is prepared by reading literature. |
| 2 | Types of Media – Visual, Auditory, Print, and Digital Media. Digital media products: cartoons, advertisements, computer games, websites, etc. Production of digital educational materials using the Stop Motion technique. | Concept mapping of digital media products and compilation of samples. |
| 3 | Media theories that examine the relationships between children and digital media products | Literature review and presentation preparation on media theories examining the relationship between children and digital media products. |
| 4 | Media and violence in the context of the impact of media on child development. Media and violence in the context of the impact of media on child development. | Analysis of sample digital media products within the framework of the concept of violence, compilation of example contents, and preparation of a presentation. |
| 5 | Media bullying and digital bullying in the context of the impact of media on child development. | Analysis of sample digital media products within the framework of the concept of bullying and digital bullying, compilation of example contents, and preparation of a presentation. |
| 6 | Evaluation of media and digital media products from the perspective of children's rights, and the protection and promotion of children's rights through media. | Examination of the Convention on the Rights of the Child, compilation of examples, and preparation of a presentation. |
| 7 | The impact of media on child health, childhood obesity, and its mental and physical effects. | Discussion about the positive and negative effects of media on child development |
| 8 | Digital addiction in childhood. | Literature review on digital addiction in childhood, compilation of sample news articles, and preparation of a presentation. |
| 9 | The role of the family in access to and use of digital media. | Thinkpiece about children's access to digital media from an early age |
| 10 | Media literacy in the preschool period and digital literacy skills in the Maarif Preschool Program. | Literature review on media and digital media literacy, examination of the Maarif Preschool Education Program, and preparation of a presentation. |
| 11 | The role of schools and teachers in digital media access. Classroom environments and teacher competencies in the digital age. | Classroom observation aimed at understanding the physical arrangement of school and classroom environments in terms of digital interaction, and the role of the school in children's access to digital media. |
| 12 | Producing digital educational materials using artificial intelligence tools. | Examination of artificial intelligence tools and production of sample content. |
| 13 | Producing digital educational materials using web2 tools. (Canva, Kahoot, Live Workshetts, Wordwall, Educaplay, Animated Drawing, Plotagon, Story Jumper, E book Creator, ...) | Examination of web2 tools and production of sample content. |
| 14 | Evaluation of digital educational materials produced by students. | Preparation of rubrics and charts for evaluation purposes. |
| Resources |
| Yılmaz D, Güney R. Medyanın Çocuklar Üzerindeki Etkileri ve Kullanımına İlişkin Öneriler. Dokuz Eylül Üniversitesi Hemşirelik Fakültesi Elektronik Dergisi. 2021; 14 (4): 486- 494 Kardeş, S. (2020). Digital literacy in early chilhood, Inonu University Journal of the Faculty of Education, 21(2), 827-839. DOI: 10.17679/inuefd.665327 |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Has knowledge of scientific and current theories, concepts and practices in the field of early childhood education. | X | |||||
| 2 | Has knowledge of the curriculum, teaching strategies, methods and techniques, and measurement and evaluation in the field of early childhood education. | ||||||
| 3 | Has knowledge of children's development and learning characteristics and learning difficulties. | X | |||||
| 4 | Applies appropriate teaching strategies, methods and techniques according to early childhood developmental characteristics and individual differences. | X | |||||
| 5 | Organizes learning environments suitable for children's development and needs, designs educational materials, and evaluates children's achievements in multiple aspects. | X | |||||
| 6 | Identifies and analyzes problems related to early childhood education and develops solutions based on evidence and scientific research. | X | |||||
| 7 | Effectively fulfills responsibilities in individual and group work to solve problems related to early childhood; uses strengths and improves weaknesses. | X | |||||
| 8 | Determines learning needs, uses ways to access information effectively, and develops positive attitude towards lifelong learning. | X | |||||
| 9 | Works with people related to the field in professional projects or activities for the social environment, with the awareness of serving the society; becomes a model for society with his appearance, attitude and behavior. | ||||||
| 10 | Uses Turkish language effectively and in accordance with its rules; communicates effectively with the environment using information and communication technologies. | X | |||||
| 11 | Shows professionally, scientifically and ethically appropriate behaviors with human rights, children's rights and democracy conscious. | ||||||
| 12 | Acts in accordance with quality management and workplace safety processes in early childhood education; establishes personal and institutional interactions to provide the safe school environment and protect environment. | ||||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |