Ders Adı | Kodu | Yarıyıl | T+U Saat | Kredi | AKTS |
---|---|---|---|---|---|
Özel Eğitimde Teknoloji Destekli Öğretim | OEO 206 | 4 | 2 + 0 | 2 | 4 |
Ön Koşul Dersleri | |
Önerilen Seçmeli Dersler | Special education |
Dersin Dili | Türkçe |
Dersin Seviyesi | Lisans |
Dersin Türü | Zorunlu |
Dersin Koordinatörü | Doç.Dr. CANAN SOLA ÖZGÜÇ |
Dersi Verenler | |
Dersin Yardımcıları | |
Dersin Kategorisi | Diğer |
Dersin Amacı | To give knowledge to preservice teachers and to gain the ability to use technologies for individuals with special needs in order to benefit from the education and meet the needs of daily life |
Dersin İçeriği | Terms -technology, low-tech, high-tech, instructional technology and assistive technology- various technologic devices regarding types of disability, technology based implementations on academic and nonacademic skills, use of different technologic devices (ex. interactive white board, tablet, computer, smart phone) in educational settings, Practice examples of use of different technologc devices, technology integration into curriculum. |
# | Ders Öğrenme Çıktıları | Öğretim Yöntemleri | Ölçme Yöntemleri |
---|---|---|---|
1 | Students define the terms related special education technology | Lecture, Question-Answer, Discussion, | Testing, |
2 | Students give information about technologic devices regarding type of disability | Case Study, Question-Answer, Lecture, | Testing, Portfolio, |
3 | Students give information about use of technologic devices in special education settings | Drilland Practice, Lecture, | Testing, |
4 | Students prepare a course plan how technologic devices can be used in special education settings | Drilland Practice, | Portfolio, Testing, |
5 | Students explain technology integration in instruction | Drilland Practice, Question-Answer, Lecture, | Testing, |
6 | Students conduct tecnology supported instruction | Motivations to Show, Drilland Practice, | Homework, |
Hafta | Ders Konuları | Ön Hazırlık |
---|---|---|
1 | Technology, educational technology, instructional technology | |
2 | Assistive technology (AT) | |
3 | Studies on AT in Turkey | |
4 | Selecting and Assessing Procedure of AT | |
5 | ATs for individuals with physical disabilities | |
6 | Devices used by individulas with speech-communication disabilities.( AAC, VOCA, PECS, I-hone applications) | |
7 | ATs for individuals with visual disabilities | |
8 | Technology integration | |
9 | Technology for teaching academic skills | |
10 | Technology for teaching nonacademic skills | |
11 | Technology integration in IEP | |
12 | Glance at new technoloies in special education | |
13 | Glance at new technologies in special education | |
14 | Developing technology based instructional plan |
Kaynaklar | |
---|---|
Ders Notu | |
Ders Kaynakları |
Bryant, D.P. and Bryant, B.R.(2012). Assistive Technology for people with disabilities.The Unites States:Pearson Education Inc. |
Sıra | Program Çıktıları | Katkı Düzeyi | |||||
---|---|---|---|---|---|---|---|
1 | 2 | 3 | 4 | 5 | |||
1 | Learner has the high level knowledge and the skills supported by the books including the most recent information, practice materials and other scientific sources about special education, pedagogy, culture and basic sciences. | ||||||
2 | Learner feels ready to work with individual with developmental disabilities, and has effective communication skills. | ||||||
3 | They investigate and evaluate the consepts, ideas and datas about special education and pedagogic information scientifically; diognise, analyze and negotiate comlicated problems and subjects and develops suggestions based on scientific datas and proofs. | ||||||
4 | They inform to audiences about special education and teaching skills, explain thinks to them. | ||||||
5 | They have the skills about learning how to learn, self-confidence, critical thinking, creative thinking; can carry on the works of his area individually. | ||||||
6 | They take the responsibiliy of unexpected events in his job and try to find solutions. | ||||||
7 | They know the all features ( additional disability, health problems(epilepsi, what medicine to take, etc.)of their students and their needs; know the socio-cultural and economic of the immediate environment. | ||||||
8 | They can watch and understand the information about special education and pedagogy and have the second language knowledge to communicate with their collagues (“European Language Portfolio Global Scale”, Level B1). | ||||||
9 | Instructor compares and contrasts the previous evaluation of the learners’ development, shares the results with the parents and the managers, develops the new instruction plan according to that result. | ||||||
10 | |||||||
11 | |||||||
12 | |||||||
13 | |||||||
14 | |||||||
15 |
Değerlendirme Sistemi | |
---|---|
Yarıyıl Çalışmaları | Katkı Oranı |
1. Ara Sınav | 30 |
1. Ödev | 30 |
1. Kısa Sınav | 10 |
2. Kısa Sınav | 0 |
Toplam | 70 |
1. Final | 50 |
1. Yıl İçinin Başarıya | 50 |
Toplam | 100 |
AKTS - İş Yükü Etkinlik | Sayı | Süre (Saat) | Toplam İş Yükü (Saat) |
---|---|---|---|
Course Duration (Including the exam week: 16x Total course hours) | 14 | 2 | 28 |
Hours for off-the-classroom study (Pre-study, practice) | 14 | 2 | 28 |
Mid-terms | 1 | 5 | 5 |
Quiz | 2 | 2 | 4 |
Assignment | 1 | 15 | 15 |
Final examination | 1 | 10 | 10 |
Performance Task (Application) | 1 | 5 | 5 |
Toplam İş Yükü | 95 | ||
Toplam İş Yükü / 25 (Saat) | 3,8 | ||
Dersin AKTS Kredisi | 4 |