COURSE UNIT TITLE

: INSTRUCTIONAL TECHNOLOGIES AND MATERIAL DESIGN

DEGREE PROGRAMMES

Description of Individual Course Units

Course Unit Code Course Unit Title Type Of Course D U L ECTS
MBA 2144 INSTRUCTIONAL TECHNOLOGIES AND MATERIAL DESIGN COMPULSORY 1 2 0 3

Offered By

ELEMENTARY MATHEMATICS TEACHER EDUCATION

Level of Course Unit

First Cycle Programmes (Bachelor's Degree)

Course Coordinator

ASSISTANT PROFESSOR YUSUF ERKUŞ

Offered to

ELEMENTARY MATHEMATICS TEACHER EDUCATION

Course Objective

The main purpose of this course is to enable primary school mathematics teacher candidates to recognize, select, design, develop, effectively use and evaluate contemporary teaching technologies and materials. In addition to theoretical knowledge, the course will focus on practical applications, material development processes and microteaching-like video simulation experiences for the use of these materials in teaching environments.

Learning Outcomes of the Course Unit

1   Explains the basic concepts, principles and importance of instructional technologies and material design in education.
2   Knows the theoretical basis for using materials and exemplifies how they can be applied in teaching mathematics.
3   Uses basic drawing tools (compass, ruler, set square, protractor) used in teaching mathematics effectively and makes basic geometric drawings with these tools.
4   Recognize various concrete materials (fraction sets, base ten blocks, geometric solids, origami, etc.) that can be used in mathematics education and evaluate their instructional properties.
5   Designs a lesson plan supported by concrete materials in accordance with the Concrete-Visual-Abstract (CPA) approach for a specific mathematical outcome and develops or selects materials appropriate to this plan.
6   Writes a script for an effective micro teaching video that includes the use of materials, plans the video shooting, carries out it and edits it at a basic level.
7   Analyzes and evaluates prepared teaching materials and micro teaching videos according to specified criteria and provides constructive feedback.

Mode of Delivery

Face -to- Face

Prerequisites and Co-requisites

None

Recomended Optional Programme Components

None

Course Contents

Week Subject Description
1 Introduction and Course Introduction Meeting with students, introducing the aim, scope, learning outcomes, evaluation criteria and lesson plan in general.
2 The Importance of Using Instructional Technologies and Materials: Theoretical Foundations Basic concepts of educational technologies, theoretical foundations of material use in teaching (Dale's Cone of Experience, Concrete-Visual-Abstract (CPA) approach, etc.), effects of materials on learning.
3 Application of Sample Materials Based on Theoretical Approaches A sample lesson/activity design and implementation that includes the use of concrete materials on a mathematical topic, the creation of visual representations of this material, and the transition to abstract concepts in accordance with the CPA approach.
4 Basic Mathematical Drawing Tools and Their Use - I Introduction to basic drawing tools such as compass, ruler, set square and protractor. Drawing basic geometric shapes (point, line, line segment, angle etc.) with these tools and their place in mathematics teaching.
5 Basic Mathematical Drawing Tools and Their Use - II Making more complex geometric drawings (triangles, quadrilaterals, drawings related to angles, parallel and perpendicular lines) using compass, ruler, set square and protractor and applications on how these drawings can be used in teaching mathematical concepts.
6 Concrete Materials and EBA Resources That Can Be Used in Mathematics Education Introduction of concrete materials that can be used in teaching mathematics such as fraction sets, base ten blocks, geometric solids, pattern blocks. Examination of relevant materials and contents on the EBA (Educational Information Network) platform.
7 Geometry Teaching Activities with Origami Use of origami as a tool in teaching geometric concepts (angles, polygons, symmetry, transformations, etc.). Creation of geometric shapes with basic origami folding and related activities.
8 Midterm Exam Assessment exam covering the topics of the first 7 weeks.
9 Studies on Mathematics Course Design with Concrete Materials - I Students in groups begin to develop a lesson plan and material prototype using concrete materials for a mathematics topic of their choice. Target outcomes, materials to be used, flow of activities.
10 Studies on Mathematics Course Design with Concrete Materials - II Completion of developed lesson plans and material prototypes. Writing scripts for microteaching videos and elaboration of lesson content.
11 Monitoring and Analysis of Micro Teaching Videos on the Use of Sample Materials Watching sample microteaching videos that demonstrate effective use of materials. Analyzing and discussing these videos from a pedagogical perspective (interaction, student participation, suitability of the material for the purpose, etc.).
12 Group Micro Teaching Videos Preparation Studies-I: Scenario and Content Development Student groups finalize their scripts for their microteaching videos, detail the course content, and prepare the materials to be used and shooting plans.
13 Group Micro Teaching Videos Preparation Work - II: Shooting and Editing Student groups shoot micro-teaching videos according to the scenarios and lesson plans they have prepared and carry out basic editing (montage) operations.
14 Presentation and Evaluation of Prepared Micro Teaching Videos Presenting the micro teaching videos prepared by student groups in class and evaluating them by giving feedback from peers and the instructor.
15 Final Exam A general evaluation exam covering all semester topics.

Recomended or Required Reading

1. Lecture Notes and Presentations: Materials prepared by the instructor and shared in classes.
2. Basic Textbooks: (Current "Instructional Technologies and Material Design" and "Mathematics Teaching" books to be recommended by the instructor.) For example:
o Yanpar Yelken, T. (Ed.). (2021). Instructional Technologies and Material Design . Anı Publishing.
o Alkan, C., Deryakulu, D. and Şimşek, N. (1995). Introduction to Educational Technology . Önder Printing House. (Although it is a classic source, it should be supported by current sources.)
o Van de Walle, JA, Karp, KS, & Bay-Williams, JM (2018). Elementary and Secondary School Mathematics: Teaching with a Developmental Approach . (Trans. Ed. S. Durmuş). Nobel Academic Publishing.
3. Scientific Articles and Research: Current national and international publications and journals related to the field (e.g., Journal of Computers in Mathematics and Science Teaching, Educational Technology Research and Development, TOJET, Elementary Education Online, etc.).
4. Education Information Network (EBA): Digital contents, course materials and sample applications provided by the Ministry of National Education.

Planned Learning Activities and Teaching Methods

The following learning and teaching methods will be used to achieve the course objectives:
Lecture (Direct Teaching): It is used to transfer basic concepts and theoretical knowledge.
Question and Answer: Used to encourage student participation and check understanding.
Discussion (Large group and small group): The aim is to reveal different perspectives, exchange ideas and develop critical thinking skills.
Demonstration: Used in skill-based subjects such as using tools (compass, ruler, etc.) and making origami.
Applied Studies (Workshops): Used to develop practical skills such as material design, drawing, and lesson plan preparation.
Cooperative Learning (Group Work): Students are encouraged to learn by working together in projects such as preparing lesson plans and micro-teaching videos.
Project-Based Learning: The process of preparing a microteaching video involves students working for a long time to solve a problem or create a product.
Micro Teaching: Students are provided with the opportunity to develop their teaching skills and receive feedback through short-term lectures.
Brainstorming: Used to generate creative ideas and find different solutions.
Case Study: Analysis of successful or developmentally appropriate material and video examples is performed.
Peer Review: Students are encouraged to evaluate each other's work (especially microteaching videos) and provide constructive feedback.
group work.

Assessment Methods

SORTING NUMBER SHORT CODE LONG CODE FORMULA
1 VZ Midterm
2 FN Semester final exam
3 BNS BNS Student examVZ * 0.40 + Student examFN * 0.60
4 BUT Make-up note
5 BBN End of make-up grade Student examVZ * 0.40 + Student examBUT * 0.60


Further Notes About Assessment Methods

None

Assessment Criteria

MEB (2018). Matematik Dersi Öğretim Programı (Ortaokul). Ankara.
Baki, A. (2018). Matematiği Öğretme Bilgisi. Ankara: Pegem Akademi.
Relevant resources on teaching algebra.

Language of Instruction

Turkish

Course Policies and Rules

To be announced.

Contact Details for the Lecturer(s)

yusuf.erkus@deu.edu.tr

Office Hours

To be announced.

Work Placement(s)

None

Workload Calculation

Activities Number Time (hours) Total Work Load (hours)
Lectures 13 1 13
Tutorials 13 2 26
Preparations before/after weekly lectures 9 1 9
Preparation for midterm exam 1 10 10
Preparation for final exam 1 10 10
Final 1 1 1
Midterm 1 1 1
TOTAL WORKLOAD (hours) 70

Contribution of Learning Outcomes to Programme Outcomes

PO/LOPO.1PO.2PO.3PO.4PO.5PO.6PO.7PO.8PO.9PO.10PO.11PO.12PO.13PO.14PO.15
LO.1231224211213223
LO.2252123421335334
LO.3141212331324242
LO.4252223431335334
LO.5252333541445345
LO.6251553321433243
LO.7111111111111111

CONTACT INFORMATION
Dokuz Eylül Üniversitesi Cumhuriyet Bulvarı No: 144 35210 Alsancak / İZMİR
Phone: +90(232) 412 12 12 - Fax: +90 (232) 464 81 35

Copyright 2015 DEÜ. BİD

HOME / ABOUT US / DEGREE PROGRAMMES / GENERAL INFORMATION FOR STUDENTS / INTERNATIONAL RELATIONS