Information Package / Course Catalogue
| Guidance and Psychological Counseling | |||||
| Bachelor | Length of the Programme: 4 | Number of Credits: 240 | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF: Level 6 |
ECTS Course Information Package
| School/Faculty/Institute | Faculty of Education | |||||
| Course Code | EDS 337 | |||||
| Course Title in English | Emerging Technologies in Education | |||||
| Course Title in Turkish | Eğitimde Beliren Teknolojiler | |||||
| Language of Instruction | EN | |||||
| Type of Course | Laboratory Work,Lecture | |||||
| Level of Course | Introductory | |||||
| Semester | Spring,Fall | |||||
| Contact Hours per Week |
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| Estimated Student Workload | 118 hours per semester | |||||
| Number of Credits | 5 ECTS | |||||
| Grading Mode | Standard Letter Grade | |||||
| Pre-requisites | None | |||||
| Co-requisites | None | |||||
| Expected Prior Knowledge | none | |||||
| Registration Restrictions | Only Undergraduate Students | |||||
| Overall Educational Objective | Throughout this course, students are expected to explore and use instructional technologies to design meaningful learning processes in their content area. They will also become familiar with concepts, such as 21st century learning, meaningful learning with technology, and computational thinking. | |||||
| Course Description | This course is designed for teacher candidates from different subject areas who want to integrate different technologies, 21st-century skills, and STEAM activities into their classes. The course is about meaningful learning with technology and finding the intersection of learning, design, and technology in K-12 learning environments. Some major topics that will be covered in the course are 4 C’s of 21st century learning, programming and robotics, and maker education. |
Course Learning Outcomes and CompetencesUpon successful completion of the course, the learner is expected to be able to:1) Plan instruction that incorporates technology in appropriate ways 2) Recognize various implications for computer use in K-12 schools and other educational settings 3) Reflect on literature related to using technology in educational settings 4) Access, evaluate, and utilize online educational resources 5) Explain and give concrete examples of how all the technologies learned in this class can be used to enhance instruction 6) Create learning activities and products that will enhance instruction, using different web tools and software programs |
| Program Learning Outcomes/Course Learning Outcomes | 1 | 2 | 3 | 4 | 5 | 6 |
|---|---|---|---|---|---|---|
| 1) Scientific competence, knowledge, skills and effective teaching methods and strategies in order to provide psychological help. | ||||||
| 2) Knowledge that will enable students to develop the skills to cope with problems they encounter in the school environment. | ||||||
| 3) Basic knowledge about developmental processes from early childhood to adulthood and the characteristics and issues unique to each stage. | ||||||
| 4) Knowledge about the tools used in school counseling services and being equipped to develop relevant programs. | ||||||
| 5) Competence in vocational guidance and counseling practices. | ||||||
| 6) Understanding of human relations and interaction. | ||||||
| 7) Knowledge, experience and skills in scientific methods in order to conduct research studies in behavioral sciences. | ||||||
| 8) Awareness of the necessity of lifelong learning, accessing information, and monitoring developments in education, science, and technology. An ability to solve problems related to the field, continuously developing and renewing oneself, and having critical thinking and questioning skills. An ability to use information technologies. | ||||||
| 9) Ability to communicate effectively in both verbal and written Turkish; ability to use English at least in the European Language Portfolio B2 General Level. | ||||||
| 10) Knowledge about past and present regulations and legislations regarding professional applications of the field and being equipped to contribute to its further development. | ||||||
| 11) Sensitivity for different cultures, values and democratic rights of individuals; the knowledge of national culture and history, and using that knowledge in increasing awareness and involvement in national and international social, cultural, artistic, and technological developments. | ||||||
| 12) A sense of professional and ethical responsibility, and awareness of national and universal sensitivity expressed in the Basic Law of National Education. |
Relation to Program Outcomes and Competences
| N None | S Supportive | H Highly Related |
| Program Outcomes and Competences | Level | Assessed by | |
| 1) | Scientific competence, knowledge, skills and effective teaching methods and strategies in order to provide psychological help. | N | |
| 2) | Knowledge that will enable students to develop the skills to cope with problems they encounter in the school environment. | N | |
| 3) | Basic knowledge about developmental processes from early childhood to adulthood and the characteristics and issues unique to each stage. | N | |
| 4) | Knowledge about the tools used in school counseling services and being equipped to develop relevant programs. | N | |
| 5) | Competence in vocational guidance and counseling practices. | N | |
| 6) | Understanding of human relations and interaction. | N | |
| 7) | Knowledge, experience and skills in scientific methods in order to conduct research studies in behavioral sciences. | N | |
| 8) | Awareness of the necessity of lifelong learning, accessing information, and monitoring developments in education, science, and technology. An ability to solve problems related to the field, continuously developing and renewing oneself, and having critical thinking and questioning skills. An ability to use information technologies. | N | |
| 9) | Ability to communicate effectively in both verbal and written Turkish; ability to use English at least in the European Language Portfolio B2 General Level. | N | |
| 10) | Knowledge about past and present regulations and legislations regarding professional applications of the field and being equipped to contribute to its further development. | N | |
| 11) | Sensitivity for different cultures, values and democratic rights of individuals; the knowledge of national culture and history, and using that knowledge in increasing awareness and involvement in national and international social, cultural, artistic, and technological developments. | N | |
| 12) | A sense of professional and ethical responsibility, and awareness of national and universal sensitivity expressed in the Basic Law of National Education. | N |
| Prepared by and Date | PAKER DOĞU ÖZDEMİR , |
| Course Coordinator | HANDE ÖZKAN |
| Semester | Spring,Fall |
| Name of Instructor | PAKER DOĞU ÖZDEMİR |
Course Contents
| Week | Subject |
| 1) | Introduction Foundations of meaningful learning with technology Characteristics of meaningful learning 21st century learning TPACK |
| 1) | Introduction Foundations of meaningful learning with technology Characteristics of meaningful learning 21st century learning TPACK |
| 2) | Introduction to ISTE standards Overview of each standard Introduction to Genius Hour |
| 2) | Introduction to ISTE standards Overview of each standard Introduction to Genius Hour |
| 3) | 4 C’s of 21st century learning: Creativity and Innovation Design thinking Divergent thinking |
| 4) | 4 C’s: Creativity and Innovation (cont’d) 4 C’s: Communication “Explore-Create-Reflect 1” mini-project (Creative Communication Tools) |
| 5) | 4 C’s: Collaboration Student Voice “Explore-Create-Reflect 2” mini-project (Google Tools) |
| 6) | 4C’s: Critical Thinking & Problem solving Introduction to Computational Thinking Introduction to Block-based programming (Scratch) |
| 6) | 4C’s: Critical Thinking & Problem solving Introduction to Computational Thinking Introduction to Block-based programming (Scratch) |
| 7) | Introduction of Ozobots (robots) Ozoblockly Level 3 Scratch and Ozoblockly coding/debugging challenges |
| 8) | Exploring Scratch Logic 1: Stop, Wait, Repeat blocks Logic 2: Broadcast block, Conditional statements, Nested control statements Ozoblockly level 4 |
| 9) | Lesson Design Project (to teach programming by using block-based programming) Exploration of instructional design models How to write learning objectives |
| 10) | Peer teaching of lessons |
| 10) | Peer teaching of lessons |
| 11) | Maker Education Explore-Make-Reflect (Maker Projects) |
| 11) | Maker Education Explore-Make-Reflect (Maker Projects) |
| 12) | Maker Projects Maker Faire in class |
| 12) | Maker Projects Maker Faire in class |
| 13) | Genius Hour Presentations |
| 13) | Genius Hour Presentations |
| 14) | Genius Hour Presentations |
| 15) | Final project submission (Genius Hour) |
| 15) | Final project submission (Genius Hour) |
| 16) | Final Examination Period |
| Required/Recommended Readings | There is no required textbook for the course. Readings will be provided as needed. | |||||||||||||||
| Teaching Methods | Flipped Classroom model will be used while teaching Instructional Technology and Materials Design for Teaching. Learners will gain first exposure to new course material outside of class, usually via reading or watching lecture videos/audios, and then class time will be used to assimilate that prior theoretical knowledge through classroom discourse. Learners will access key Instructional Technology and Materials Design for Teaching content individually or in small groups prior to class time, generate their questions, underline the points that they find most difficult or hardly understand, and then meet face-to-face in the larger group with similar misunderstandings to explore content through active learning and engagement strategies. Learners will take the responsibility of their own learning, and study core content either individually or in groups before class and then apply mathematical knowledge and skills to a range of activities using higher order thinking. Lecturing is still important but there will be a greater focus on gaining significant learning opportunities through facilitating active learning, engaging learners in the use of language, guiding learning, correcting misunderstandings and providing timely feedback, etc. In the Flipped Classroom setting, there will be a greater focus on concept exploration, meaning making, and demonstration or application of knowledge face-to-face. Learners are expected to watch the relevant week’s video/audio before attending to the class, and track their progress toward fulfilling the requirements of the course. | |||||||||||||||
| Homework and Projects | The course requires the comprehension of the arguments and a careful reading of the lecture notes, the textbooks, and the reading pack provided by the instructor. It should be noted that an important part of the homework assigned is reading the required chapters/articles in the reading pack. This is a study habit that many learners are not accustomed to, but is essential to thoroughly understand the course. Learners should attempt to read all of the chapters, and regularly keep in touch with the instructor about questions that they cannot understand. All the assignments and projects will be graded, and feedback for each project will be provided by the instructor. In addition, learners are strongly recommended not to miss any of the practice hours especially for the lesson design project. | |||||||||||||||
| Laboratory Work | Laboratory will be used during classes. | |||||||||||||||
| Computer Use | Computer will be used to complete the assignments individually. | |||||||||||||||
| Other Activities | None. | |||||||||||||||
| Assessment Methods |
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| Course Administration |
ozdemirdo@mef.edu.tr Academic dishonesty and plagiarism: YOK Disciplinary Regulation |
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ECTS Student Workload Estimation
| Activity | No/Weeks | Hours | Calculation | ||||
| No/Weeks per Semester | Preparing for the Activity | Spent in the Activity Itself | Completing the Activity Requirements | ||||
| Course Hours | 14 | 1 | 3 | 1 | 70 | ||
| Laboratory | 14 | 1 | 0.5 | 21 | |||
| Project | 1 | 20 | 20 | ||||
| Midterm(s) | 1 | 12 | 2 | 14 | |||
| Total Workload | 125 | ||||||
| Total Workload/25 | 5.0 | ||||||
| ECTS | 5 | ||||||