COURSE UNIT TITLE

Offered By

Primary Teacher Education

Level of Course Unit

Second Cycle Programmes (Master's Degree)

Course Coordinator

ASSOCIATE PROFESSOR ILYAS YAZAR

Offered to

Primary Teacher Education

Course Objective

To use the basic elements of the educational process in accordance with the teaching approach instructional design principles that make effective technology integration with the curriculum, to raise awareness on this issue by developing awareness of the tutorial.

Learning Outcomes of the Course Unit

Mode of Delivery

Face -to- Face

Prerequisites and Co-requisites

None

Recomended Optional Programme Components

None

Course Contents

Recomended or Required Reading

Aklan, C., Eğitim Teknolojisi , Anı Yayıncılık, 1998.
Charles, M. R. (1983). Instructional Design Theories and Models: An Overview of Their Current Status. New York, NY:Routledge.
Çilenti, K., Eğitim Teknolojisi ve Öğretim , Yargıcı Matbaası, 1998.
Doğan, H., Teknoloji Eğitimi , A.Ü.Eğitim Bilimleri Fakültesi Yayınları, 1983.
Ergin, A., Öğretim Teknolojisi Iletişim , Pegem, 1995.
Hamilton, B. (2007). IT's Elementary!: Integrating Technology in the Primary Grades, Washington,DC:ISTE
Ocak, M.A. (2011). Öğretim tasarımı, kuramlar, modeler ve uygulamalar, Ankara:Anı.
Reigeluth, C.M. (1999). Instructional-Design Theories and Models: A New Paradigm of Instructional Theory. (Volume II). Hillsdale, NJ: Lawrence Erlbaum Assoc.
Reiser,R. & Dempsey, V (2001). Trends and Issues in Instructional Design and Technology NewYork,NY:Prentice Hall
Schunk, D. H. (2012). Learning theories: An educational perspective (6th ed.). Boston, MA: Pearson.
Senemoğlu, N. (2011). Gelişim öğrenme ve öğretim: Kuramdan uygulamaya. Ankara:Pegem.
Şendağ, S. & Duran, M. (2012). Comparing preservice teachers` perceptions of online problembased learning and online instructor-led learning. Procedia - Social and Behavioral Sciences, 31 (2012), 212 217. doi:10.1016/j.sbspro.2011.12.044
Şendağ, S. & Odabaşı, H. F. (2009). Effects of an online problem based learning course on content knowledge acquisition and critical thinking skills. Computers & Education, 53(1), 132-142.
Şendağ, S. (2008). Web de yeni eğilimler: Öğrenme ortamlarına entegrasyonu. 8.Uluslararası Eğitim Teknolojileri Konferansı Bildirileri Kitabı (ss.995-1001),1, 06-09 Mayıs, Anadolu Üniversitesi, Eskişehir, Türkiye.
Şendağ, S. (2009). Çevrimiçi probleme dayalı öğrenme uygulama örnekleri, In Eralp Altun (Ed.) Bilgisayar ve Öğretim Teknolojileri Bölümleri için Özel Öğretim Yöntemleri I-II (pp.321-368). Pegem:Ankara,Turkey.
The AACTE Committee on Innovation and Technology (Editor) (2008). Handbook of Technological Pedagogical Content nowledge (TPCK) for Educators New York, NY:Routledge

Planned Learning Activities and Teaching Methods

Lecture, presentation, demonstration, discussion, question-answer, case-study, cooperative learning techniques

Assessment Methods

Further Notes About Assessment Methods

None

Assessment Criteria

Assessment of Students homework presentation and project are avaluated according to learning outcomes

Language of Instruction

Turkish

Course Policies and Rules

Its required to join to %70 of courses
The Instructor hides to get various exercises done via individual and cooperation in the planned education and training period

Contact Details for the Lecturer(s)

Assoc. Prof. Dr. Ilyas YAZAR
i.yazar@deu.edu.tr
www.ilyasyazar.com

Office Hours

During weekdays 10.00-12.00

Work Placement(s)

None

Workload Calculation

Contribution of Learning Outcomes to Programme Outcomes