Ders Planı

Lesson Information

Course Credit
Course ECTS Credit
Teaching Language of Instruction	Türkçe
Level of Course	Bachelor's Degree, TYYÇ: Level 6, EQF-LLL: Level 6, QF-EHEA: First Cycle
Type of Course
Mode of Delivery	Face-to-face
Does the course require compulsory or optional work experience?
Course Coordinator	Assoc. Prof. (Ph.D.) FATMA FULYA TEPE
Instructor (s)
Course Assistant

Purpose and Content

The aim of the course	To explain the structure and process of education in contemporary society. To explain the different theories in the field of educational sociology. To analyze the relationship between social institutions such as education and family from different sociological perspectives.
Course Content	Relationship between education and society, education and socialization. Social impacts on education. The effect of education on social experiences and identities.

Learning Outcomes

Defines basic concepts related to Computer and Instructional Technology Education.
The Computer and Instructional Technology Education (BÖTE) analyzes the relationship between the basic concepts in the courses and information technologies and applications.
Analyzes the developments in the field of Computer and Instructional Technology education with related models.
Evaluates data related to computer and instructional technologies within the scope of scientific processes.
Develops projects related to the field of computer and instructional technology teaching.
Plan the teaching-learning process for Computer and Instructional Technology Education according to the development characteristics and individual differences of the students.
Through computer technology, visual design is gaining importance in industry and education.
Compares the aims and principles of the Basic Laws of Turkish National Education at every level of education.
Computer and Instructional Technology assesses the cultural, social and psychological elements that will influence practices in the field of education.
Uses models, methods and techniques related to instructional technology and design.
Evaluates the basic concepts and principles of Computer and Instructional Technology Education in a multi-faceted way.
Explains concepts of computer installation, internet, web based access and security.
Develops materials and projects with teaching and information technology based on teaching design models.
Plan the teaching-learning process by taking into account the characteristics of each stage and subject area in the field of teaching design modeling approach and Computer and Instructional Technology Education.
Designs activities to develop technical and vocational skills through Computer and Instructional Technology Education.
It plans and implements distance education technology.
Students organize educational environments based on instructional design models for the highest level of learning, taking into account the level of readiness in the field of Computer and Instructional Technology Education.
Uses computer and education technologies effectively and meaningfully in individual and group work related to his field.
It takes responsibility for the correct use of communication technology in school and everyday life (student, teacher, family).
Computer and Instructional Technology Responsible for individual or instructional design team work in the project development process to solve problems related to education.
He manages and develops projects with instructional design models.
The positive effects of the development of new technologies are used in daily life.
Computer Education and Instructional Technology develops a teaching strategy in accordance with the level of readiness of the students.
Creates new examples of approaches to the field of Computer and Instructional Technology Education, taking into account the qualifications and characteristics of students at all levels.
Teaching design models develop material for learners at different levels and for different sectors.
In the field of Computer and Instructional Technology Education, students at all levels develop sensitivity about acquiring good habits in technology use.
It follows the national and international developments on the net with communication networks.
In the field of education and training, design, software and technology usage solutions are shared by developing solutions around them.
He is competent in developing projects that will contribute to teaching technologies related to his field.
It represents the field and the teaching profession in every sector as required.
It provides the necessary security when using communication technologies in the school environment.

Weekly Course Subjects

1	Orientation program
2	Basic information about the approach to the content of the course through cartoons related to sociology and education. A brief introduction to the discipline of sociology and sociology fo education.
3	Sociology and characteristics of education
4	Sociology and characteristics of education
5	New Marxist perspectives continued, Paulo Freire, Pierre Bourdieu, Functionalist and critique of confrontational theories, academic achievement. 1. Micro approaches (symbolic interactionists, phenomenologists, ethnomethodologists)
6	David Hargreaves, New current sociology of education (Basil Bernstein, Michael Young), Critical pedagogy (Peter Mclaren) Critical pedagogy (Paul Willis, Michael W. Apple Henry Giroux)
7	The importance of educational sociology, educational sociology education in Turkey (Socialist opinions, individualistic opinions, education, social functions of education.
8	Individual and society: socialization process, economy and education
9	Midterm
10	Social stratification and education
11	Social mobility and education
12	Family and education
13	Gender and education
14	Peer groups and education, mass media and education

Resources

Giddens, A. (2008) Sosyoloji, İstanbul: Kırmızı Yayınları.

Gök, F. & Şahin, A. (2004). İnsan Haklarına Saygılı Bir Eğitim Ortamında Doğru. İstanbul: Tarih Vakfı Yayınları.

Gümüşoğlu, F. (2008). Ders Kitaplarında Cinsiyetçilik, Toplum ve Demokrasi, 2 (4), s.39-50.

Marx, K. (2009). Kapital Manga Cilt 1-2 Çevirmen: Hüseyin Can Erkin Yordam Kitap.

Samancı, Ö. (2017). Bırak Üzülsünler Türkiye’de Büyümek. Çeviri: Özge Samancı, Necdet Dümelli. İletişim: İstanbul.

Tezcan, M. (2017). Eğitim Sosyolojisi. Ankara: Anı yayıncılık.

Eğitimde Toplumsal Cinsiyet Eşitliğinin Geliştirilmesi Projesi– ETCEP (2016). Toplumsal Cinsiyet Eşitliğine Duyarlı Okul Standartları Kılavuzu

Tavsiye Edilen Okumalar:

Willis, Paul E. (2013) Takılmak, Otlanmak ve Okulu Kırmak: Okul Ortamındaki Karşı Kültür Grupları, İçinde Ed. Anthony Giddens, Sosyoloji Başlangıç Okumaları, Çeviren: Günseli Altaylar. pp.437-443. İstanbul: Say Yayınları.

Erman, Tahire (1998), “Göç Olgusunda Kalitatif Yöntem Olarak Etnografik Arastırma: Bir Gecekondu Araştırmasının Düşündürdükleri”, Konferans: Türkiye’de İçgöç, 6–8 Haziran 1997, İstanbul. Tarih Vakfı Yayınları, Ocak, ss. 56–66.

Bağır! Herkes Duysun (1988) Dayağa Karşı Dayanışma Kampanyası, Kadın Çevresi Yayınları. İstanbul: Gümüş Basımevi.

Eğitimde Toplumsal Cinsiyet Eşitliğinin Geliştirilmesi Projesi– ETCEP (2016). Okulların toplumsal cinsiyete duyarlılık açısından değerlendirilmesi. başlangıç durum değerlendirmesi ve ihtiyaç analizi raporu

CLASS 1

CLASS 2

CLASS 3

CLASS 4

Lesson Information

Purpose and Content

Learning Outcomes

Weekly Course Subjects

Resources

ABOUT IAU

COMMITTEE

PUBLICATIONS

MEDIA CENTER