Bilgi Paketi / Ders Kataloğu
| İlköğretim Matematik Öğretmenliği | |||||
| Lisans | Programın Süresi: 4 | Kredi Sayısı: 240 | TYYÇ: 6. Düzey | QF-EHEA: 1. Düzey | EQF: 6. Düzey |
Ders Genel Tanıtım Bilgileri
| 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 | Bahar,Güz | |||||
| 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 | |||||
| Expected Prior Knowledge | none | |||||
| Co-requisites | 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 Description in Turkish | Bu ders farklı programlarda eğitim alan ve gelecekteki derslerine farklı teknolojileri, 21. Yüzyıl becerilerini, ve STEAM (FeTeMM) aktivitelerini entegre etmek isteyen öğretmen adayları için tasarlanmıştır. Ders, teknoloji ile anlamlı öğrenme ve anaokulundan 12. sınıflara kadar öğrenme, dizayn, ve teknolojinin kesişim noktasını bulmaya odaklanmaktadır. Derste ele alınacak bazı ana konular 21. Yüzyıl öğrenmenin 4C’si, programlama ve robotik, ve maker/üretici eğitimdir. |
Course Learning Outcomes and CompetencesUpon successful completion of the course, the learner is expected to be able to:1) Teknolojiyi uygun yollarla birleştiren öğretimi planlayın. 2) K-12 okullarında ve diğer eğitim ortamlarında bilgisayar kullanımına ilişkin çeşitli sonuçların tanınması 3) Eğitim ortamlarında teknolojinin kullanılmasıyla ilgili literatürü derinlemesine düşünün 4) Çevrimiçi eğitim kaynaklarına erişme, bunları değerlendirme ve kullanma 5) Bu sınıfta öğrenilen tüm teknolojilerin öğretimi geliştirmek için nasıl kullanılabileceğini açıklayın ve somut örnekler verin. 6) Farklı web araçlarını ve yazılım programlarını kullanarak öğretimi geliştirecek öğrenme etkinlikleri ve ürünler oluşturun |
| Program Learning Outcomes/Course Learning Outcomes | 1 | 2 | 3 | 4 | 5 | 6 |
|---|---|---|---|---|---|---|
| 1) Apply effective and student-centered specific teaching methods and strategies in order to improve students’ mathematical thinking and problem solving skills. | ||||||
| 2) Design lesson plans based on how students learn mathematics and students’ difficulties in learning mathematics. | ||||||
| 3) Demonstrate knowledge in various areas of mathematics (such as analysis, algebra, linear algebra, geometry, topology, mathematical modeling, statistics and probability, differential equations) and nature of science and mathematics. | ||||||
| 4) Display knowledge and skills in developing programs, teaching technologies and materials in order to teach mathematics in effective and meaningful ways based on student needs. | ||||||
| 5) Evaluate and assess students’ individual developmental paths, difficulties in understanding mathematics in multiple ways and use assessment results in improving teaching and learning. | ||||||
| 6) Have an awareness of students’ social, cultural, economic and cognitive differences and plan the lessons and activities based on this awareness. | ||||||
| 7) Collaborate and respectively communicate with colleagues and student parents such that students learn mathematics in best ways and at the same time feel happy and safe. Work effectively within teams of their own discipline and multi-disciplinary as well as take individual responsibility when they work alone. | ||||||
| 8) Have awareness of need for life-long learning. Access information and following developments in education, science and technology. Display skills of solving problems related to their field, renew and improve themselves and critically analyze and question their own work. Use information technologies in effective ways. | ||||||
| 9) Use scientific investigation effectively to solve problems in mathematics teaching and learning based on scientific methods. Critically investigate, analyze and make a synthesis of data, and develop solutions to problems based on data and scientific sources. | ||||||
| 10) Exhibit skills of communicating effectively in oral and written Turkish and command of English at least at B2 general level of European Language Portfolio. | ||||||
| 11) Have awareness of and sensitivity to different cultures, values and students’ democratic rights. | ||||||
| 12) Display ethical and professional responsibilities. Have awareness of national and universal sensitivities that are expressed in National Education Fundamentals Laws. | ||||||
| 13) Demonstrate consciousness and sensitivity towards preserving nature and environment in the process of developing lesson activities. | ||||||
| 14) Display knowledge in national culture and history as well as international cultures and recognize their richness. Have awareness of and participate to developments in society, culture, arts and technology. |
Relation to Program Outcomes and Competences
| N None | S Supportive | H Highly Related |
| Program Outcomes and Competences | Level | Assessed by | |
| 1) | Apply effective and student-centered specific teaching methods and strategies in order to improve students’ mathematical thinking and problem solving skills. | H | HW,Participation,Project |
| 2) | Design lesson plans based on how students learn mathematics and students’ difficulties in learning mathematics. | S | HW,Project |
| 3) | Demonstrate knowledge in various areas of mathematics (such as analysis, algebra, linear algebra, geometry, topology, mathematical modeling, statistics and probability, differential equations) and nature of science and mathematics. | S | HW,Participation,Project |
| 4) | Display knowledge and skills in developing programs, teaching technologies and materials in order to teach mathematics in effective and meaningful ways based on student needs. | H | HW,Lab,Participation,Project |
| 5) | Evaluate and assess students’ individual developmental paths, difficulties in understanding mathematics in multiple ways and use assessment results in improving teaching and learning. | H | HW,Lab,Participation,Project |
| 6) | Have an awareness of students’ social, cultural, economic and cognitive differences and plan the lessons and activities based on this awareness. | H | HW,Project |
| 7) | Collaborate and respectively communicate with colleagues and student parents such that students learn mathematics in best ways and at the same time feel happy and safe. Work effectively within teams of their own discipline and multi-disciplinary as well as take individual responsibility when they work alone. | H | Seçiniz,Participation,Project |
| 8) | Have awareness of need for life-long learning. Access information and following developments in education, science and technology. Display skills of solving problems related to their field, renew and improve themselves and critically analyze and question their own work. Use information technologies in effective ways. | H | Seçiniz,Participation,Project |
| 9) | Use scientific investigation effectively to solve problems in mathematics teaching and learning based on scientific methods. Critically investigate, analyze and make a synthesis of data, and develop solutions to problems based on data and scientific sources. | H | Seçiniz,Participation,Project |
| 10) | Exhibit skills of communicating effectively in oral and written Turkish and command of English at least at B2 general level of European Language Portfolio. | S | Seçiniz,Participation,Project |
| 11) | Have awareness of and sensitivity to different cultures, values and students’ democratic rights. | S | Participation |
| 12) | Display ethical and professional responsibilities. Have awareness of national and universal sensitivities that are expressed in National Education Fundamentals Laws. | H | Participation,Project |
| 13) | Demonstrate consciousness and sensitivity towards preserving nature and environment in the process of developing lesson activities. | N | |
| 14) | Display knowledge in national culture and history as well as international cultures and recognize their richness. Have awareness of and participate to developments in society, culture, arts and technology. | N |
| Prepared by and Date | PAKER DOĞU ÖZDEMİR , |
| Course Coordinator | HANDE ÖZKAN |
| Semester | Bahar,Güz |
| Name of Instructor | Öğr. Gör. DUYGU UMUTLU |
Course Contents
| Hafta | Konu |
| 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 | ||||
| Ders Saati | 14 | 1 | 3 | 1 | 70 | ||
| Laboratuvar | 14 | 1 | 0.5 | 21 | |||
| Proje | 1 | 20 | 20 | ||||
| Ara Sınavlar | 1 | 12 | 2 | 14 | |||
| Total Workload | 125 | ||||||
| Total Workload/25 | 5.0 | ||||||
| ECTS | 5 | ||||||