135 COMPUTER AND INSTRUCTIONAL TECHNOLOGIES EDUCATION

GENERAL INFORMATION
The Department of Computer Education and Instructional Technology provides graduate level education. The department provides information about educational technology and computer science as well as teaching formation. The department began accepting students with the points of Transition to Higher Education Examination-1 (YGS-1) in 2010-2011 academic years. Graduate students of the department can be employed as a teacher in public or private elementary schools under The Ministry of National Education. In addition, based on the education for usage of computers, there are chances of finding jobs in the private sector.

Objective
The purpose of The Department of Computer Education and Instructional Technology is to train teachers who follow the innovations in the field of educational technology, have the knowledge and manner of teaching profession, support and guide the educators in different disciplines to use educational technologies and adhere to legislation as well as professional ethic principles.


Admission Requirements
The department accepts the students who acquire the sufficient points score for The Transition to Higher Education Examination-1 (YGS-1) of The Student Selection and Placement System (OSYS).

Graduation Requirements
For The Program of Computer Education and Instructional Technology, lectures include 113 hours theoretical process, 58 hours practical process and totally the program includes 171 hours (142 credit). To graduate from the program, 142 credits required to complete and provide academic average of at least 2,30.

Career Opportunties
Graduate students of the department can be employed as a teacher in public or private elementary schools under The Ministry of National Education. In addition, based on the education for usage of computers, there are chances of finding jobs in the private sector.

Qualification Awarded
Computer And Instructional Technologies Teaching

Level of Qualification
First Cycle (Bachelor's Degree)

Recognition of Prior Learning


Qualification Requirements and Regulations
For The Program of Computer Education and Instructional Technology, lectures include 113 hours theoretical process, 58 hours practical process and totally the program includes 171 hours (142 credit). To graduate from the program, 142 credits required to complete and provide academic average of at least 2,30.

Access to Further Studies
Candidates who have successfully completed their undergraduate studies can study in post-graduate programs provided that they receive valid grades from ALES and have sufficient knowledge of English.

Mode of Study
Full Time

Examination Regulations, Assessment and Grading
Measurement and evaluation methods that is applied for each course, is detailed in "Course Structure&ECTS Credits".

Contact (Programme Director or Equivalent)
PositionName SurnamePhoneFaxE-Mail
HEAD OF DEPARTMENT Assoc. Prof. Dr. HÜSEYİN ÖZÇINAR+90 258 296 1040 hozcinar@pau.edu.tr


PROGRAM LEARNING OUTCOMES
1 To modify educational settings to support higher level learning for all students by taking into account the individual, social and cultural differences, personal interests and needs that may influence learning.
2 To develop educational softwares in a variety of delivery formats.
3 To produce softwares that support the educational needs by using programming languages.
4 To install various operating systems and use them for a particular purpose.
5 To create advance Office solutions.
6 To produce database applications for educational needs.
7 To read educational technology research, theory and practice literature and apply developments in educational technology to instructional settings.
8 To use educational technologies effectively to support teachers of other disciplines
9 To establish shared learning systems that are connected to one other.
10 To determine technology-based tools in accordance with the instructional needs.
11 To acquire professional foreign language skills as required.
12 To share information on technology for the benefit of community.
13 To assess the progress and learning of the students by using the appropriate measurement and evaluation techniques.
14 To acquire problem solving skills.
15 To adhere to legislation and professional ethic principles.
16 To build and promote effective relationships with colleagues in a variety of fields.
17 To develop interactive instructional softwares on the web.
TEACHING & LEARNING METHODS
NameComments
LecturingLecturing is one of the methods that come first, where the teacher is in the center. It is a method where the teacher actively describes topics and the students are passive listeners. With this method, lesson proceeds in the form of report, description and explanation.
DebateDepending on the situation, debate is a tool that allows all students, or a specific portion of the class to participate in the lesson. In this method, members of the group discuss a topic by addressing the various points of view and discuss alternative opinions about problem-solving.
DemonstrationIn this method the teacher demonstrates, an experiment, test, in front of the class. And then assists students to do so too. Students learn not only by just by looking and watching, but also by taking part and participating. This method is usually applied when teaching skills.
Case Study Case studies require students to actively participate while using an analytical perspective to think about real and problematic events. The problematic event may be real or very close to real life. Student(s) working on the documents that include the necessary data and descriptions of the
Problem SolvingThe name given to any doubt or ambiguity that arises is, a problem. Problems which usually have a role in human life, that have preventing or annoying aspects are solved by considering the stages of scientific methods. (a) Problems are determined. (b) The problem is identified. 
Cooperative LearningCooperative Learning is; a kind of learning that is based on the students working together for a common purpose. Children with different skills come together in heterogeneous groups to learn by helping each other. Students gain experiences such as becoming aware of the unity
PerformanceIn this method, the teacher performs activities such as experiments and demonstrations in front of the class, students try to learn by looking and watching. This method is usually applied where there are limited facilities and in dealing with dangerous experimental situations.
Questions –AnswersThe different types of Questions used (associative, differential, assessment, requesting information, motivating, and brainstorming) although students get in to more active positions during the process; the method is teacher-centered. If possible Questions, that serve a purpose and
Concept MapsExpress a relation network, based on figures, graphics and words propositions and principles. It enables visual learning. These steps are followed: 1) Concepts about the subjects to be taught are listed. 2) The name of the subject that will be taught is written at the top.3) Relations between
Cooperative LearningCooperative Learning is; a kind of learning that is based on students working together for a common purpose. Children with different skills come together in heterogeneous groups and learn by helping each other. Students gain experiences such as becoming aware of the unity within the
Micro-Teaching Although this method aims to produce prospective teachers’ who have adopted the role in which they undertake and apply in the classroom, it can also be applied in different areas. It makes it possible to carry certain skills to the learning environment by using video and audio recording
Simulation Expresses situations where in real life learning is dangerous, difficult to reach and expensive and where students work on models which are very similar to the real thing. For example, before airplane pilots and astronauts embark their aircrafts and spacecrafts, they perform applications
ProjectProject-based learning is a learning way which leads students to deal with interesting problems and to create extraordinary products at the end of this. It allows students to use their creativity and it requires them to look at events perceptively.
Brainstorming Brainstorming is a group work process that has been regulated to reach solutions for a problem without limitations or evaluation. The purpose of brainstorming is to make it easier for students to express themselves and to generate ideas. This technique is used as a high-level discussion

Learning Outcomes - NQF-HETR Relation
NQF-HETR CategoryNQF-HETR Sub-CategoryNQF-HETRLearning Outcomes
INFORMATION  01
SKILLS  01
SKILLS  02
COMPETENCIESCommunication and Social Competence 01
COMPETENCIESCommunication and Social Competence 02
COMPETENCIESCommunication and Social Competence 03
COMPETENCIESCommunication and Social Competence 04
COMPETENCIESCommunication and Social Competence 05
COMPETENCIESCompetence to Work Independently and Take Responsibility 01
COMPETENCIESCompetence to Work Independently and Take Responsibility 02
COMPETENCIESCompetence to Work Independently and Take Responsibility 03
COMPETENCIESField Specific Competencies 01
COMPETENCIESField Specific Competencies 02
COMPETENCIESLearning Competence 01
COMPETENCIESLearning Competence 02
COMPETENCIESLearning Competence 03
    

Learning Outcomes - Fields of Education Relation (Academic)
FOE CategoryFOE Sub-CategoryFOELearning Outcomes
INFORMATION  01
INFORMATION  02
INFORMATION  03
INFORMATION  04
INFORMATION  05
INFORMATION  06
SKILLS  01
SKILLS  02
SKILLS  03
SKILLS  04
SKILLS  05
SKILLS  06
COMPETENCIESCommunication and Social Competence 01
COMPETENCIESCommunication and Social Competence 02
COMPETENCIESCommunication and Social Competence 03
COMPETENCIESCommunication and Social Competence 04
COMPETENCIESCommunication and Social Competence 05
COMPETENCIESCommunication and Social Competence 06
COMPETENCIESCommunication and Social Competence 07
COMPETENCIESCommunication and Social Competence 08
COMPETENCIESCompetence to Work Independently and Take Responsibility 01
COMPETENCIESCompetence to Work Independently and Take Responsibility 02
COMPETENCIESCompetence to Work Independently and Take Responsibility 03
COMPETENCIESField Specific Competencies 01