Course Information


Course Information
Course Title Code Semester L+U Hour Credits ECTS
-- 600302802221 0 + 0 3.0 10.0

Prerequisites None

Language of Instruction Turkish
Course Level Graduate Degree
Course Type Elective
Mode of delivery
Course Coordinator
Instructors Mustafa Cem BABADOĞAN
Assistants
Goals At the end of this course students will be able to examine the effects of technology, which has become an integral part of human life in the 21st century, on education in general and on education programs and theories in particular. This course aims to discuss the role of technology in educational environment by examining how technology can support curriculum theory and curriculum. On the other hand, the implications of technology on education and training at the theoretical level will be discussed.
Course Content What is technology? How has technology affected the educational environment? What are the technology-oriented educational approaches? What is the relationship between program theories and technology? How does technology affect learning? Can learning be increased by using technology? How can new emerging technologies be most effectively integrated into the educational environment? What will happen in the future? Will robots replace teachers? How desirable are these?
Learning Outcomes 1) Evaluates the effects of technology on curriculum and curriculum theories in Turkey and around the world.
2) Discusses how technology can support curriculum and curriculum theories.
3) Compares the effects of the using technology on learning in the context of curriculum in Turkey and around the world.
4) Analyzes education and training technology competence in teacher training institutions in terms of teacher training.
5) Interpret the instructor and student roles in technology use.
6) Makes inferences about the future of technology in education.

Weekly Topics (Content)
Week Topics Teaching and Learning Methods and Techniques Study Materials
1. Week Technology and instructional media Lecture; Question Answer
Colloquium
Presentation (Including Preparation Time)
2. Week Technology-oriented philosophical approaches Lecture; Question Answer
Colloquium
Presentation (Including Preparation Time)
3. Week Technology and its historical development in education Lecture; Question Answer
Colloquium
Presentation (Including Preparation Time)
4. Week Program theories and technology Lecture; Question Answer
Colloquium
Presentation (Including Preparation Time)
5. Week Instructional theories and technology Lecture; Question Answer
Colloquium
Presentation (Including Preparation Time)
6. Week The role and impact of technology in curriculum development Lecture; Question Answer
Colloquium
Presentation (Including Preparation Time)
7. Week Technology and learning relationship Lecture; Question Answer
Colloquium
Presentation (Including Preparation Time)
8. Week Technology and teacher training Lecture; Question Answer
Colloquium
Presentation (Including Preparation Time)
9. Week Instructor roles in use of technology Lecture; Question Answer
Colloquium
Presentation (Including Preparation Time)
10. Week Student roles in use of technology Lecture; Question Answer
Colloquium
Presentation (Including Preparation Time)
11. Week Technology adaptation and integration in curriculum Lecture; Question Answer
Colloquium
Presentation (Including Preparation Time)
12. Week Technology in measurement and evaluation Lecture; Question Answer
Colloquium
Presentation (Including Preparation Time)
13. Week Anti-tech Lecture; Question Answer
Colloquium
Presentation (Including Preparation Time)
14. Week The future of technology in curriculum Lecture; Question Answer
Colloquium
Presentation (Including Preparation Time)

Sources Used in This Course
Recommended Sources
Alexander, R. (2010). Children, their world, their education: Final report and recommendations of the Cambridge primary review. Routledge: Abingdon.
Alexander, R. (2014). The best that has been thought and said. Forum., 56(1), 2014.
Au, W. (2011). Teaching under the new Taylorism: High-stakes testing and the standardization of the 21st century curriculum. Journal of Curriculum Studies, 43(1), 25–45.
Berliner, D. (2011). Rational responses to high stakes testing: The case of curriculum narrowing and the harm that follows. Cambridge Journal of Education, 41(3), 287–302.
Biesta, G. (2004). Against Learning: Reclaiming a language for education in an Age of Learning. Nordisk Pedagogik, 23, 70–82.
Biesta, G., & Priestley, M. (2013). Capacities and the curriculum. In M. Priestley & G. Biesta (Eds.), Reinventing the curriculum: New trends in curriculum, policy and practice (pp. 35–49). London: Bloomsbury.
Butler, D., Leahy, M., Twining, P., Akoh, B., Chtouki, Y., Farshadnia, S., et al. (2018). Education systems in the digital age: The need for alignment. Technology, Knowledge and Learning, 23(3), 473–494.
Creese, B., Gonzalez, A., & Isaacs, T. (2016). Comparing international curriculum systems: The international instructional systems study. Curriculum Journal, 27(1), 5–23.
Department of Education and Skills. (2017a). Digital learning framework for primary schools. Dublin: Department of Education and Skills. https://www.education.ie/en/Schools-Colleges/Information/Information-Communications-Technology-ICT-in-Schools/digital-learning-framework-primary.pdf. Accessed 20 Apr 2020.
Department of Education and Skills. (2017b). Digital learning framework for post-primary schools. Dublin: Department of Education and Skills. https://www.education.ie/en/Schools-Colleges/Information/Information-Communications-Technology-ICT-in-Schools/digital-learning-framework-post-primary.pdf. Accessed 20 Apr 2020.
Elliott, J. (1994). The teacher’s role in curriculum development: An unresolved issue in English attempts at curriculum reform. Curriculum Studies, 2(1), 43–69.
Erstad, O., & Voogt, J. (2018). The twenty-first century curriculum: issues and challenges. In J. Voogt, et al. (Eds.), Second handbook of Information Technology in Primary and Secondary Education (pp. 19–36). Springer International Handbooks of Education. doi:https://doi.org/10.1007/978-3-319-71054-9_1. Accessed 20 Oct 2019.
European Commission. (2018). Commission staff working document accompanying the document proposal for a council recommendation on key competences for lifelong learning. Brussels: European Union.
Fullan, M. G., & Miles, M. B. (1992). Getting reform right: What works and what doesn’t. Phi delta kappan, 73(10), 745–752.
Giroux, H. (2002). Teachers as transformatory intellectuals. EDucate, 1(2), 46–49.
Giroux, H. A. (2010). In defense of public school teachers in a time of crisis. Policy Futures in Education, 8(6), 709–714.
Government of Alberta. (2019). Curriculum development. https://www.alberta.ca/curriculum-development.aspx. Accessed 17 Apr 2013.
Hargreaves, A., & Shirley, D. L. (2009). The Fourth Way: The inspiring future for educational change. Thousand Oaks (California): Corwin Press.
Kärkkäinen, K. (2012). Bringing about curriculum innovations (OECD Education Working Papers No. 82). Paris: OECD Publishing (NJ1).
Kelly, A. V. (2004). The curriculum: Theory and practice (5th ed.). London: Sage Publications.
Klenowski, V. (2015). Questioning the validity of multiple uses of NAPLAN data. In R. Lingard, G. Thompson, & S. Sellar (Eds.), National Testing in Schools: An Australian assessment (pp. 44–56). London: Routledge.
McLaughlin, M. (1990). The RAND change agent study revisited: Macro perspectives and micro realities. Educational Researcher, 19, 11–16.
OECD. (2018). The future of education and skills: Education 2030. Paris: OECD. https://www.oecd.org/education/2030/E2030%20Position%20Paper%20(05.04.2018).pdf. Accessed 11 Jul 2019.
OECD. (2019). Education at a glance 2019: OECD indicators. Paris: OECD Publishing.https://doi.org/10.1787/f8d7880d-en. Accessed 21 Apr 2020.
Priestley, M. (2011). Schools, teachers, and curriculum change: A balancing act? Journal of educational change, 12(1), 1–23.
Priestley, M., & Biesta, G. (Eds.). (2013). Reinventing the curriculum: New trends in curriculum policy and practice. London: A & C Black.
Priestley, M., & Sinnema, C. (2014). Downgraded curriculum? An analysis of knowledge in new curricula in Scotland and New Zealand. Curriculum Journal, 25(1), 50–75.
Qualifacitions and Curriculum Using technology to support curriculum development
Schoenfeld, A. H. (2014). What makes for powerful classrooms, and how can we support teachers in creating them? A story of research and practice, productively intertwined. Educational researcher, 43(8), 404–412.
Sinnema, C., & Aitken, G. (2014). Teachers’ use of research to improve practice: Why should we, how could we? In A. St George, S. Brown, O'Neill J (Eds.), Facing the big questions in teaching: Purpose, power and learning. North Shore: Cengage Learning.
Taguma, M., & Barrera, M. (2019). OECD future of education and skills 2030: Curriculum analysis. Paris: OECD.
Tedesco, J. C., Opertti, R., & Amadio, M. (2013). The curriculum debate: why it is important today (IBE Working Papers on Curriculum Issues No. 10). UNESCO International Bureau of Education. https://www.ibe.unesco.org/en/document/curriculum-debate-why-it-important-today-ibe-working-papers-curriculum-issues-n%C2%B0-10
Tuinamuana, K. (2011). Teacher professional standards, accountability, and ideology: Alternative discourses. Australian Journal of Teacher Education (Online), 36(12), 72.
Twining, P. (2018, October). Educational alignment (and sociocultural theory). halfbaked.education Blog. https://halfbaked.education/educational-alignment-and-sociocultural-theory/. Accessed 21 Apr 2020.
Twining, P. (2019a, August). What should be learnt? halfbaked.education Blog. https://halfbaked.education/what-should-be-learnt/. Accessed 21 Apr 2020.
Twining, P., Browne, N., Murphy, P., Hempel-Jorgensen, A., Harrison, S., & Parmar, N. (2017). NP3 – New Purposes, New Practices, New Pedagogy: Meta-analysis report. Society for Educational Studies, London. http://oro.open.ac.uk/view/person/nb8738.html. Accessed 25 Jan 2018.
Twining, P., Butler, D., Fisser, P. et al. Developing a quality curriculum in a technological era. Education Tech Research Dev (2020). https://doi.org/10.1007/s11423-020-09857-3
Twining, P., Rix, J., & Sheehy, K. (2016). Developing point of learning: An innovative approach to enhancing professional learning. London: Imagine Education. https://www.researchgate.net/publication/313184671_Developing_Point_of_Learning_An_innovative_approach_to_enhancing_professional_learning. Accessed 21 Apr 2020.
United Nations General Assembly. (2015, September 25). Resolution 70/1: Transforming our world: the 2030 Agenda for Sustainable Development. https://www.un.org/ga/search/view_doc.asp?symbol=A/RES/70/1&Lang=E
Val Dusek (2006) The Philosophy of echnology. Blackwell Publishing
van den Akker, J. (2003). Curriculum perspectives: An introduction. In J. van den Akker, W. Kuiper, & U. Hameyer (Eds.), Curriculum landscapes and trends (pp. 1–10). Dordrecht: Springer.
Williamson, B. (2017). Coding for what? Lessons from computing in the curriculum. NAACE Advancing Education. https://mirandanet.ac.uk/blog/2017/09/02/coding-lessonscomputing-curriculum/
Wills, J. S., & Sandholtz, J. H. (2009). Constrained professionalism: Dilemas of teaching in the face of test-based accountability. Teachers College Record, 111(4), 1065–1114.
World Bank. (2012). Systems approach for better education results – Finland – School Autonomy and accountability. Washington, DC: World Bank. https://openknowledge.worldbank.org/bitstream/handle/10986/17510/799460WP0SABER0Box0379797B00PUBLIC0.pdf?sequence=1&isAllowed=y. Accessed 21 Apr 2020.

Relations with Education Attainment Program Course Competencies
Program RequirementsContribution LevelDK1DK2DK3DK4DK5DK6
PY15555005
PY25000030
PY34400005
PY45343434
PY55040003
PY65300000
PY95053300
PY105030000
PY115030000

*DK = Course's Contrubution.
0 1 2 3 4 5
Level of contribution None Very Low Low Fair High Very High
.

ECTS credits and course workload
Event Quantity Duration (Hour) Total Workload (Hour)
Course Duration (Total weeks*Hours per week) 14 3
Work Hour outside Classroom (Preparation, strengthening) 14 5
Presentation (Including Preparation Time) 2 24
Report (Including Preparation and presentation Time) 1 50
Practice (Teaching Practice, Music/Musical Instrument Practice , Statistics, Laboratory, Field Work, Clinic and Polyclinic Practice) 2 32
Final Exam 1 2
Time to prepare for Final Exam 1 30
Total Workload
Total Workload / 30 (s)
ECTS Credit of the Course
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Course Information