Course Detail
Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| INFORMATICS and EDUCATIONAL TECHNOLOGIES | İM1214933 | Spring Semester | 2+2 | 3 | 6 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Prof.Dr. Servet BAYRAM |
| Name of Lecturer(s) | Prof.Dr. Servet BAYRAM |
| Assistant(s) | |
| Aim | This course aims to provide pre-service teachers with the knowledge and skills they need in solving real-world problems using current information and communication technologies, accessing, producing and analyzing information using basic computer software; the use and integration of these technologies in the learning-teaching process, and the development, presentation and evaluation of lesson plans and teaching materials and tools with the help of software applications. The course aims to provide pre-service teachers with the knowledge and skills they need about the integration process of information and communication technologies (ICT) into education, technology leadership in education, technology-supported learning-teaching approaches and strategies, the development and evaluation of teaching materials and tools with the help of digital technologies, the use of digital technologies in the professional development of teachers, and virtual personal and professional learning networks. |
| Course Content | This course contains; Meeting and Introduction of the course (Course objective, content, assessment and evaluation process, Google Classroom, Turnitin etc.) - Introduction of basic resources related to the course,- Computer Basics - Human-Computer Interaction - File and Folder Management,- Use of Information and Communication Technologies (ICT) in Education and Teacher Competencies - Media Method Debates - Technology Integration Models, - Basic Network Information and Digital Information Resources - Computer Ethics and Academic Integrity,- Technology Leadership - Technology Leadership Standards and Technology Leadership in Turkey - Instructional Materials Design Principles ,Microsoft Word,- Content Development Tools: Presentation Tools, Visual Design Tools, Video Design Tools - Learning Management Systems - School Management Systems - Massive Open Online Courses Platforms, - Data Analysis - Microsoft Excel,- Conference Tools - Collaborative Learning Environments - Measurement and Evaluation Tools - Mobile Learning - Online Learning Tools,- Effective Presentation Techniques - Microsoft Powerpoint - Presentation Material Design Principles, - Gamification in Education - Flipped Learning - Mobile Learning - Augmented/Virtual Reality - Using Social Media in Education,- Technology Addiction - Negative Impacts of Digital Technologies - Cyberbullying,- Information Literacy - Digital Parenting - Digital Privacy, - Internet Security - Rights and Responsibilities on the Internet - Lifelong Learning. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Defines the concepts of information technology and instructional technologies. | 6, 9 | |
| Explains the dimensions of the process of integration of information and instructional technologies into the instructional design process. | 10, 16, 9 | |
| Adapts new trends and approaches in instructional technology in accordance with the branch. | 11, 6 | |
| Develops materials in accordance with design principles. | 11, 6 | H |
| Recognises digital teaching tools used in material design and development. | 16, 9 | C, F |
| Learns and applies safe and ethical use in digital environments. | 10, 9 |
| Teaching Methods: | 10: Discussion Method, 11: Demonstration Method, 16: Question - Answer Technique, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | C: Multiple-Choice Exam, F: Project Task, H: Performance Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Meeting and Introduction of the course (Course objective, content, assessment and evaluation process, Google Classroom, Turnitin etc.) - Introduction of basic resources related to the course | Reading the relevant section in the specified source |
| 2 | - Computer Basics - Human-Computer Interaction - File and Folder Management | Reading the relevant section in the specified source |
| 3 | - Use of Information and Communication Technologies (ICT) in Education and Teacher Competencies - Media Method Debates - Technology Integration Models | Reading the relevant section in the specified source |
| 4 | - Basic Network Information and Digital Information Resources - Computer Ethics and Academic Integrity | Reading the relevant section in the specified source |
| 5 | - Technology Leadership - Technology Leadership Standards and Technology Leadership in Turkey - Instructional Materials Design Principles | Reading the relevant section in the specified source |
| 6 | Microsoft Word | Reading the relevant section in the specified source |
| 7 | - Content Development Tools: Presentation Tools, Visual Design Tools, Video Design Tools - Learning Management Systems - School Management Systems - Massive Open Online Courses Platforms | Reading the relevant section in the specified source |
| 8 | - Data Analysis - Microsoft Excel | Reading the relevant section in the specified source |
| 9 | - Conference Tools - Collaborative Learning Environments - Measurement and Evaluation Tools - Mobile Learning - Online Learning Tools | Reading the relevant section in the specified source |
| 10 | - Effective Presentation Techniques - Microsoft Powerpoint - Presentation Material Design Principles | Reading the relevant section in the specified source |
| 11 | - Gamification in Education - Flipped Learning - Mobile Learning - Augmented/Virtual Reality - Using Social Media in Education | Reading the relevant section in the specified source |
| 12 | - Technology Addiction - Negative Impacts of Digital Technologies - Cyberbullying | Reading the relevant section in the specified source |
| 13 | - Information Literacy - Digital Parenting - Digital Privacy | Reading the relevant section in the specified source |
| 14 | - Internet Security - Rights and Responsibilities on the Internet - Lifelong Learning | Reading the relevant section in the specified source |
| Resources |
| Evans, D. Introduction to Computing: Explorations in Language, Logic, and Machines. Shneiderman, B., & Plaisant, C. Designing the User Interface: Strategies for Effective Human-Computer Interaction. Hamilton, B. Integrating Technology in the Classroom: Tools to Meet the Needs of Every Student. Januszewski, A., & Molenda, M. (Eds.). Educational Technology: A Definition with Commentary. Gaskin, S., et al. Microsoft Office 365 & Office 2019 Introductory. Guerrero, H. Excel Data Analysis: Modeling and Simulation. Kapp, K. M. The Gamification of Learning and Instruction: Game-based Methods and Strategies for Training and Education. Gregory, S., Lee, M. J. W., et al. (Eds.). Learning in Virtual Worlds: Research and Applications. Singer, P. W., & Friedman, A. Cybersecurity and Cyberwar: What Everyone Needs to Know. Mitnick, K. The Art of Invisibility: The World's Most Famous Hacker Teaches You How to Be Safe in the Age of Big Brother and Big Data. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | It compares the fundamental theoretical frameworks in the field of elementary mathematics education (constructivism, cognitive development theories, models of mathematical thinking) along with their strengths and weaknesses. | X | |||||
| 2 | It compares the national mathematics curriculum (MEB) with international frameworks (NCTM, PISA, TIMSS) in terms of learning objectives and content areas. | ||||||
| 3 | Explains the principles of assessment and evaluation, research methods, and ethical guidelines relevant to their profession, as well as their practical applications. | X | |||||
| 4 | Applies appropriate pedagogical interventions in connection with the training received regarding the instructional situations and challenges encountered in the field of elementary mathematics education. | X | |||||
| 5 | By analyzing students' misconceptions and learning difficulties in mathematics, they design appropriate teaching strategies and materials to address them. | X | |||||
| 6 | Solves professional problems related to mathematics education independently using scientific methods. | X | |||||
| 7 | Explains proposed solutions to professional challenges to both expert and non-expert stakeholders, supported by quantitative and qualitative data. | X | |||||
| 8 | By formulating a research question on a professional topic, they plan the appropriate research method. | X | |||||
| 9 | Distinguishes between situations that fall within the scope of their professional duties and responsibilities and those that do not. | X | |||||
| 10 | Monitors the instructional activities and implementation process aimed at the development of the students under their supervision. | X | |||||
| 11 | Guides the professional development process by integrating this information in line with national and international developments and research findings in mathematics education. | X | |||||
| 12 | By interpreting the results of their own teaching practices, they develop recommendations for professional development. | X | |||||
| 13 | Explains proposed solutions to professional challenges to both expert and non-expert stakeholders, supported by quantitative and qualitative data. | X | |||||
| 14 | Ensures compliance with research ethics, professional ethics for teachers, and national education regulations in their professional practice. | X | |||||
| 15 | In the math classroom, we plan for an equitable and inclusive learning environment, activities that support each student’s mathematical potential, and the necessary safety measures regarding workplace safety. | X | |||||
| 16 | In mathematics instruction, they use dynamic software (GeoGebra, Desmos, etc.), learning management systems, and other information and communication technologies at a level equivalent to at least the ECDL Advanced Level. | X | |||||
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 | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 0 | 0 | 0 | |||
| Term Project | 1 | 5 | 5 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 7 | 10 | 70 | |||
| General Exam | 14 | 5 | 70 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 173 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(173/30) | 6 | |||||
| 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 |
|---|---|---|---|---|---|
| INFORMATICS and EDUCATIONAL TECHNOLOGIES | İM1214933 | Spring Semester | 2+2 | 3 | 6 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Prof.Dr. Servet BAYRAM |
| Name of Lecturer(s) | Prof.Dr. Servet BAYRAM |
| Assistant(s) | |
| Aim | This course aims to provide pre-service teachers with the knowledge and skills they need in solving real-world problems using current information and communication technologies, accessing, producing and analyzing information using basic computer software; the use and integration of these technologies in the learning-teaching process, and the development, presentation and evaluation of lesson plans and teaching materials and tools with the help of software applications. The course aims to provide pre-service teachers with the knowledge and skills they need about the integration process of information and communication technologies (ICT) into education, technology leadership in education, technology-supported learning-teaching approaches and strategies, the development and evaluation of teaching materials and tools with the help of digital technologies, the use of digital technologies in the professional development of teachers, and virtual personal and professional learning networks. |
| Course Content | This course contains; Meeting and Introduction of the course (Course objective, content, assessment and evaluation process, Google Classroom, Turnitin etc.) - Introduction of basic resources related to the course,- Computer Basics - Human-Computer Interaction - File and Folder Management,- Use of Information and Communication Technologies (ICT) in Education and Teacher Competencies - Media Method Debates - Technology Integration Models, - Basic Network Information and Digital Information Resources - Computer Ethics and Academic Integrity,- Technology Leadership - Technology Leadership Standards and Technology Leadership in Turkey - Instructional Materials Design Principles ,Microsoft Word,- Content Development Tools: Presentation Tools, Visual Design Tools, Video Design Tools - Learning Management Systems - School Management Systems - Massive Open Online Courses Platforms, - Data Analysis - Microsoft Excel,- Conference Tools - Collaborative Learning Environments - Measurement and Evaluation Tools - Mobile Learning - Online Learning Tools,- Effective Presentation Techniques - Microsoft Powerpoint - Presentation Material Design Principles, - Gamification in Education - Flipped Learning - Mobile Learning - Augmented/Virtual Reality - Using Social Media in Education,- Technology Addiction - Negative Impacts of Digital Technologies - Cyberbullying,- Information Literacy - Digital Parenting - Digital Privacy, - Internet Security - Rights and Responsibilities on the Internet - Lifelong Learning. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Defines the concepts of information technology and instructional technologies. | 6, 9 | |
| Explains the dimensions of the process of integration of information and instructional technologies into the instructional design process. | 10, 16, 9 | |
| Adapts new trends and approaches in instructional technology in accordance with the branch. | 11, 6 | |
| Develops materials in accordance with design principles. | 11, 6 | H |
| Recognises digital teaching tools used in material design and development. | 16, 9 | C, F |
| Learns and applies safe and ethical use in digital environments. | 10, 9 |
| Teaching Methods: | 10: Discussion Method, 11: Demonstration Method, 16: Question - Answer Technique, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | C: Multiple-Choice Exam, F: Project Task, H: Performance Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Meeting and Introduction of the course (Course objective, content, assessment and evaluation process, Google Classroom, Turnitin etc.) - Introduction of basic resources related to the course | Reading the relevant section in the specified source |
| 2 | - Computer Basics - Human-Computer Interaction - File and Folder Management | Reading the relevant section in the specified source |
| 3 | - Use of Information and Communication Technologies (ICT) in Education and Teacher Competencies - Media Method Debates - Technology Integration Models | Reading the relevant section in the specified source |
| 4 | - Basic Network Information and Digital Information Resources - Computer Ethics and Academic Integrity | Reading the relevant section in the specified source |
| 5 | - Technology Leadership - Technology Leadership Standards and Technology Leadership in Turkey - Instructional Materials Design Principles | Reading the relevant section in the specified source |
| 6 | Microsoft Word | Reading the relevant section in the specified source |
| 7 | - Content Development Tools: Presentation Tools, Visual Design Tools, Video Design Tools - Learning Management Systems - School Management Systems - Massive Open Online Courses Platforms | Reading the relevant section in the specified source |
| 8 | - Data Analysis - Microsoft Excel | Reading the relevant section in the specified source |
| 9 | - Conference Tools - Collaborative Learning Environments - Measurement and Evaluation Tools - Mobile Learning - Online Learning Tools | Reading the relevant section in the specified source |
| 10 | - Effective Presentation Techniques - Microsoft Powerpoint - Presentation Material Design Principles | Reading the relevant section in the specified source |
| 11 | - Gamification in Education - Flipped Learning - Mobile Learning - Augmented/Virtual Reality - Using Social Media in Education | Reading the relevant section in the specified source |
| 12 | - Technology Addiction - Negative Impacts of Digital Technologies - Cyberbullying | Reading the relevant section in the specified source |
| 13 | - Information Literacy - Digital Parenting - Digital Privacy | Reading the relevant section in the specified source |
| 14 | - Internet Security - Rights and Responsibilities on the Internet - Lifelong Learning | Reading the relevant section in the specified source |
| Resources |
| Evans, D. Introduction to Computing: Explorations in Language, Logic, and Machines. Shneiderman, B., & Plaisant, C. Designing the User Interface: Strategies for Effective Human-Computer Interaction. Hamilton, B. Integrating Technology in the Classroom: Tools to Meet the Needs of Every Student. Januszewski, A., & Molenda, M. (Eds.). Educational Technology: A Definition with Commentary. Gaskin, S., et al. Microsoft Office 365 & Office 2019 Introductory. Guerrero, H. Excel Data Analysis: Modeling and Simulation. Kapp, K. M. The Gamification of Learning and Instruction: Game-based Methods and Strategies for Training and Education. Gregory, S., Lee, M. J. W., et al. (Eds.). Learning in Virtual Worlds: Research and Applications. Singer, P. W., & Friedman, A. Cybersecurity and Cyberwar: What Everyone Needs to Know. Mitnick, K. The Art of Invisibility: The World's Most Famous Hacker Teaches You How to Be Safe in the Age of Big Brother and Big Data. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | It compares the fundamental theoretical frameworks in the field of elementary mathematics education (constructivism, cognitive development theories, models of mathematical thinking) along with their strengths and weaknesses. | X | |||||
| 2 | It compares the national mathematics curriculum (MEB) with international frameworks (NCTM, PISA, TIMSS) in terms of learning objectives and content areas. | ||||||
| 3 | Explains the principles of assessment and evaluation, research methods, and ethical guidelines relevant to their profession, as well as their practical applications. | X | |||||
| 4 | Applies appropriate pedagogical interventions in connection with the training received regarding the instructional situations and challenges encountered in the field of elementary mathematics education. | X | |||||
| 5 | By analyzing students' misconceptions and learning difficulties in mathematics, they design appropriate teaching strategies and materials to address them. | X | |||||
| 6 | Solves professional problems related to mathematics education independently using scientific methods. | X | |||||
| 7 | Explains proposed solutions to professional challenges to both expert and non-expert stakeholders, supported by quantitative and qualitative data. | X | |||||
| 8 | By formulating a research question on a professional topic, they plan the appropriate research method. | X | |||||
| 9 | Distinguishes between situations that fall within the scope of their professional duties and responsibilities and those that do not. | X | |||||
| 10 | Monitors the instructional activities and implementation process aimed at the development of the students under their supervision. | X | |||||
| 11 | Guides the professional development process by integrating this information in line with national and international developments and research findings in mathematics education. | X | |||||
| 12 | By interpreting the results of their own teaching practices, they develop recommendations for professional development. | X | |||||
| 13 | Explains proposed solutions to professional challenges to both expert and non-expert stakeholders, supported by quantitative and qualitative data. | X | |||||
| 14 | Ensures compliance with research ethics, professional ethics for teachers, and national education regulations in their professional practice. | X | |||||
| 15 | In the math classroom, we plan for an equitable and inclusive learning environment, activities that support each student’s mathematical potential, and the necessary safety measures regarding workplace safety. | X | |||||
| 16 | In mathematics instruction, they use dynamic software (GeoGebra, Desmos, etc.), learning management systems, and other information and communication technologies at a level equivalent to at least the ECDL Advanced Level. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |