Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| SPECIAL EDU. INSTRUC. TECHNO. and MATERIAL DES. | - | Fall Semester | 1+2 | 2 | 3 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Assist.Prof. Hatice ŞENGÜL ERDEM |
| Name of Lecturer(s) | Assist.Prof. Hatice ŞENGÜL ERDEM |
| Assistant(s) | |
| Aim | In this course, the following topics will be covered: basic concepts of instructional technology, various instructional technologies, tools, materials and methods to be used in instruction, effective use of materials, arrangement and adaptation of equipment according to the level and needs of children with special needs, application and evaluation of materials. |
| Course Content | This course contains; Basic concepts of instructional technology,Basic concepts of instructional technology, features of various instructional technologies, their place and importance in the instructional process.,Selection, evaluation and effective use of teaching materials,Selection, evaluation and effective use of teaching materials,Planning practices,Using instructional technologies and material design for concept teaching (preparing evaluation form),Using instructional technologies and material design for skill teaching (preparing evaluation form),Using technologies and material design for teaching concepts and skills (preparing evaluation form),Using technologies and material design for teaching concepts and skills (preparing evaluation form),Designing and using material suitable for a behavior change plan,Choosing a concept based on evaluation, making concept analysis, preparing concept teaching material),Using instructional technologies and material design for teaching social skills (preparing and applying an evaluation form, choosing a social skill based on the evaluation, preparing tools for the skill to be taught).,Using instructional technologies and material design for teaching social skills (preparing and applying an evaluation form, choosing a social skill based on the evaluation, preparing tools for the skill to be taught).,Using instructional technologies and material design for teaching social skills (preparing and applying an evaluation form, choosing a social skill based on the evaluation, preparing tools for the skill to be taught).. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| At the end of this course, the student will be able to demonstrate the following knowledge and skills related to instructional technologies and material design in special education: explains the basic concepts of instructional technology; | 16, 6 | A |
| Explains the characteristics of various instructional technologies; Explains its place and importance in the teaching process; | 10, 16, 6 | A |
| Defines and exemplifies the selection, evaluation and effective use of teaching materials; Designs tools and materials for students with special education needs; | 16, 6 | A |
| Plans sample applications, uses instructional technologies for concept teaching and designs materials (preparing an evaluation form, choosing a concept based on evaluation, making concept analysis, preparing concept teaching material); | 16, 6 | A |
| Uses instructional technologies and designs materials for teaching social skills (preparing and applying an assessment form, choosing a social skill based on the assessment, preparing tools for the skill to be taught). (The applications of the designed materials will be done in the Teaching Practice in Special Education I courses held in the same period. Students are obliged to attend the classes and discussions regularly.) | 16, 6 | A |
| Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 6: Experiential Learning |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Basic concepts of instructional technology | |
| 2 | Basic concepts of instructional technology, features of various instructional technologies, their place and importance in the instructional process. | examine materials |
| 3 | Selection, evaluation and effective use of teaching materials | examine materials |
| 4 | Selection, evaluation and effective use of teaching materials | examine materials |
| 5 | Planning practices | examine materials |
| 6 | Using instructional technologies and material design for concept teaching (preparing evaluation form) | examine materials |
| 7 | Using instructional technologies and material design for skill teaching (preparing evaluation form) | examine materials |
| 8 | Using technologies and material design for teaching concepts and skills (preparing evaluation form) | watching sample video |
| 9 | Using technologies and material design for teaching concepts and skills (preparing evaluation form) | watching sample video |
| 10 | Designing and using material suitable for a behavior change plan | examine materials |
| 11 | Choosing a concept based on evaluation, making concept analysis, preparing concept teaching material) | Vuran & Çelik (2018). (SS.13-40) |
| 12 | Using instructional technologies and material design for teaching social skills (preparing and applying an evaluation form, choosing a social skill based on the evaluation, preparing tools for the skill to be taught). | examine sample forms |
| 13 | Using instructional technologies and material design for teaching social skills (preparing and applying an evaluation form, choosing a social skill based on the evaluation, preparing tools for the skill to be taught). | examine sample forms |
| 14 | Using instructional technologies and material design for teaching social skills (preparing and applying an evaluation form, choosing a social skill based on the evaluation, preparing tools for the skill to be taught). | examine sample forms |
| Resources |
| Taymaz-Sarı, O.; Şeker, E. (2016). Özel Eğitimde Materyal Tasarımı. Eğiten Kitap |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Able to express the theoretical and practical knowledge about general and special education and the knowledge of basic concepts, principles and theories about different disciplines contributing to this knowledge. | X | |||||
| 2 | Able to compare and contrats the key theoretical approaches in the field verbally. | X | |||||
| 3 | In different disciplines, develops, administers and evaluates the differentiated curriculum plans that the three factors of curriculum like content, process and product are differentiated according to the characteristics of students like the readiness level, interests and learning profile. | X | |||||
| 4 | By taking into consideration all the developmental areas (intellectual, physical, emotional, personality etc.), has the knowledge of holistic development of students and administers the necessary techniques to develop them in these areas. | X | |||||
| 5 | Within scientific framework, evaluates the theoretical and practical studies regarding the education of children with learning disabilities/difficulties critically and offers solutions. | X | |||||
| 6 | Takes responsibility individually or as a member of a group that consists of colleagues from various disciplines to bring solutions for complex problems encountered in practices regarding the education of students with learning disabilities and/or difficulties. | X | |||||
| 7 | In order to reach individual goals according to his/her learning needs, acquires the attitude of practicing lifelong learning principles. | X | |||||
| 8 | Follows the new developments about special education via professional activities like literature review, seminar, conference, and workshop. | X | |||||
| 9 | Uses Turkish accurately and effectively. | X | |||||
| 10 | With the awareness of social responsibility, makes activities concerning the education of children with learning disabilities/difficulties and develops projects for the social environment in which he/she lives. | X | |||||
| 11 | Knows the basic concepts and applies basic skills related to the profession. | X | |||||
| 12 | During all phases of his/her research and studies, besides showing characteristics of acting respectfully to the social, scientific, cultural and ethical values with the consciousness of national and international sensitivities cited in the National Education Basic Law, exhibits also a productive and innovative personality. | 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 | 1 | 14 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 1 | 5 | 5 | |||
| Term Project | 1 | 2 | 2 | |||
| Presentation of Project / Seminar | 1 | 15 | 15 | |||
| Quiz | 1 | 10 | 10 | |||
| Midterm Exam | 1 | 15 | 15 | |||
| General Exam | 1 | 20 | 20 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 81 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(81/30) | 3 | |||||
| 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 |
|---|---|---|---|---|---|
| SPECIAL EDU. INSTRUC. TECHNO. and MATERIAL DES. | - | Fall Semester | 1+2 | 2 | 3 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Assist.Prof. Hatice ŞENGÜL ERDEM |
| Name of Lecturer(s) | Assist.Prof. Hatice ŞENGÜL ERDEM |
| Assistant(s) | |
| Aim | In this course, the following topics will be covered: basic concepts of instructional technology, various instructional technologies, tools, materials and methods to be used in instruction, effective use of materials, arrangement and adaptation of equipment according to the level and needs of children with special needs, application and evaluation of materials. |
| Course Content | This course contains; Basic concepts of instructional technology,Basic concepts of instructional technology, features of various instructional technologies, their place and importance in the instructional process.,Selection, evaluation and effective use of teaching materials,Selection, evaluation and effective use of teaching materials,Planning practices,Using instructional technologies and material design for concept teaching (preparing evaluation form),Using instructional technologies and material design for skill teaching (preparing evaluation form),Using technologies and material design for teaching concepts and skills (preparing evaluation form),Using technologies and material design for teaching concepts and skills (preparing evaluation form),Designing and using material suitable for a behavior change plan,Choosing a concept based on evaluation, making concept analysis, preparing concept teaching material),Using instructional technologies and material design for teaching social skills (preparing and applying an evaluation form, choosing a social skill based on the evaluation, preparing tools for the skill to be taught).,Using instructional technologies and material design for teaching social skills (preparing and applying an evaluation form, choosing a social skill based on the evaluation, preparing tools for the skill to be taught).,Using instructional technologies and material design for teaching social skills (preparing and applying an evaluation form, choosing a social skill based on the evaluation, preparing tools for the skill to be taught).. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| At the end of this course, the student will be able to demonstrate the following knowledge and skills related to instructional technologies and material design in special education: explains the basic concepts of instructional technology; | 16, 6 | A |
| Explains the characteristics of various instructional technologies; Explains its place and importance in the teaching process; | 10, 16, 6 | A |
| Defines and exemplifies the selection, evaluation and effective use of teaching materials; Designs tools and materials for students with special education needs; | 16, 6 | A |
| Plans sample applications, uses instructional technologies for concept teaching and designs materials (preparing an evaluation form, choosing a concept based on evaluation, making concept analysis, preparing concept teaching material); | 16, 6 | A |
| Uses instructional technologies and designs materials for teaching social skills (preparing and applying an assessment form, choosing a social skill based on the assessment, preparing tools for the skill to be taught). (The applications of the designed materials will be done in the Teaching Practice in Special Education I courses held in the same period. Students are obliged to attend the classes and discussions regularly.) | 16, 6 | A |
| Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 6: Experiential Learning |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Basic concepts of instructional technology | |
| 2 | Basic concepts of instructional technology, features of various instructional technologies, their place and importance in the instructional process. | examine materials |
| 3 | Selection, evaluation and effective use of teaching materials | examine materials |
| 4 | Selection, evaluation and effective use of teaching materials | examine materials |
| 5 | Planning practices | examine materials |
| 6 | Using instructional technologies and material design for concept teaching (preparing evaluation form) | examine materials |
| 7 | Using instructional technologies and material design for skill teaching (preparing evaluation form) | examine materials |
| 8 | Using technologies and material design for teaching concepts and skills (preparing evaluation form) | watching sample video |
| 9 | Using technologies and material design for teaching concepts and skills (preparing evaluation form) | watching sample video |
| 10 | Designing and using material suitable for a behavior change plan | examine materials |
| 11 | Choosing a concept based on evaluation, making concept analysis, preparing concept teaching material) | Vuran & Çelik (2018). (SS.13-40) |
| 12 | Using instructional technologies and material design for teaching social skills (preparing and applying an evaluation form, choosing a social skill based on the evaluation, preparing tools for the skill to be taught). | examine sample forms |
| 13 | Using instructional technologies and material design for teaching social skills (preparing and applying an evaluation form, choosing a social skill based on the evaluation, preparing tools for the skill to be taught). | examine sample forms |
| 14 | Using instructional technologies and material design for teaching social skills (preparing and applying an evaluation form, choosing a social skill based on the evaluation, preparing tools for the skill to be taught). | examine sample forms |
| Resources |
| Taymaz-Sarı, O.; Şeker, E. (2016). Özel Eğitimde Materyal Tasarımı. Eğiten Kitap |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Able to express the theoretical and practical knowledge about general and special education and the knowledge of basic concepts, principles and theories about different disciplines contributing to this knowledge. | X | |||||
| 2 | Able to compare and contrats the key theoretical approaches in the field verbally. | X | |||||
| 3 | In different disciplines, develops, administers and evaluates the differentiated curriculum plans that the three factors of curriculum like content, process and product are differentiated according to the characteristics of students like the readiness level, interests and learning profile. | X | |||||
| 4 | By taking into consideration all the developmental areas (intellectual, physical, emotional, personality etc.), has the knowledge of holistic development of students and administers the necessary techniques to develop them in these areas. | X | |||||
| 5 | Within scientific framework, evaluates the theoretical and practical studies regarding the education of children with learning disabilities/difficulties critically and offers solutions. | X | |||||
| 6 | Takes responsibility individually or as a member of a group that consists of colleagues from various disciplines to bring solutions for complex problems encountered in practices regarding the education of students with learning disabilities and/or difficulties. | X | |||||
| 7 | In order to reach individual goals according to his/her learning needs, acquires the attitude of practicing lifelong learning principles. | X | |||||
| 8 | Follows the new developments about special education via professional activities like literature review, seminar, conference, and workshop. | X | |||||
| 9 | Uses Turkish accurately and effectively. | X | |||||
| 10 | With the awareness of social responsibility, makes activities concerning the education of children with learning disabilities/difficulties and develops projects for the social environment in which he/she lives. | X | |||||
| 11 | Knows the basic concepts and applies basic skills related to the profession. | X | |||||
| 12 | During all phases of his/her research and studies, besides showing characteristics of acting respectfully to the social, scientific, cultural and ethical values with the consciousness of national and international sensitivities cited in the National Education Basic Law, exhibits also a productive and innovative personality. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |