FACULTY OF EDUCATION

In order to live, learn and work successfully in an increasingly complex and information rich society, students must use technology effectively. The main goal of the Computer & Instructional Technology Programme is twofold: One is to prepare the students for the profession of teaching; and the second one is to provide the students with the required knowledge and skills to use computers and educational technologies both as teaching tools and for guiding students in using them as learning tools. This programme enables the students to select and/or develop software materials for instructional purposes such as computer assisted instruction, distance education and individualised education. The programme also provides education and training for students to achieve a high level of computer competency, which will enable them to work in the public sector or private industry and businesses. This programme will help students develop skills, which could be used and transferred to various fields such as participating as a member of a team, working with different groups, using communication effectively, decision making, and problem solving, and establishing new initiatives. One of the essential components of the programme is to equip students with research concepts and skills. Students in the information age should be able to locate, select, classify and use information for the specific purposes required of the problem or project. The medium of instruction is English.

Course Descriptions

FIRST CLASS - TERM I

CIT 101 Information Technology in Education I (T: 3 / P: 2 / C: 4)

Information systems in education and introduction to computers. Basic components of computer systems: CPU, input – output devices, auxiliary storage devices, history of computers, operating systems and environments, computer networks and communication, internet history and growth. Managing text: word processors. Managing numbers: spreadsheets. Page editing, tables, pictures, forms, menus and toolbars. Adding objects, drawing charts, templates, memos, newsletters. Impact of computer society, computer ethics and security.

 

 MTHS 101 – Calculus I (T: 2 / P: 2 / C: 3)

Sets, numbers, concepts of functions, types of functions and graphs; increasing and decreasing functions; close defined functions, one-to-one functions and one function of the reverse, trigonometric functions, limit and continuity; extreme function values, techniques of curve drawing.

EGL 101 – English I: Developing Reading Skills (T: 2 / P: 2 / C: 3)

Teaching English reading skills and strategies, integrating components of reading English. Developing critical thinking and reading in English. Integrating skills to develop reading strategies and effective study skills in English.

TRK 001 – Turkish I: Writing (T: 2 / P: 0 / C: 2)

Identification of the position of the Turkish language among world languages. Turkish-speaking lands of the world; an account of historical development of Turkish as a language. The teaching of writing, sentence structure and grammar of Turkish. Special emphasis on explaining and teaching of writing styles. Classroom tasks of in-depth analysis of specimen books by Turkish writers.

HIST 001 – National History I (T: 2 / P: 0 / C: 2)

The struggle waged by Turkish people to re-establish a State and the history of the establishment of the Republic of Turkey after the defeat and collapse of the Ottoman Empire at the end of World War I (1914 – 1918).

EDU 103 – Introduction to Educational Science (T: 3 / P: 0 / C: 3)

Basic concepts of education. The philosophical, social, legal, psychological, economic, political foundations of education. The development of education, educational science in 21st century, education in research methods, the Turkish National Education System, the role of teachers in the education system, features of teaching profession, teacher practices and developments in different cultures.

FIRST CLASS - TERM II

CIT 102 – Information Technology in Education II (T: 3 / P: 2 / C: 4)

Internet fundamentals. Data and database structures. Programming languages. Structured program design. Programming basics, arithmetic and logical operations, basic control structures, modularizing programs. Use of computers in school education. Creation of a database, tables, queries, forms and reports.  Video, presentation and slide show programs. Different operating systems and their usage areas. Different programming paradigms (object oriented, structured), different programming languages (C , C#, Java), script languages (JavaScript, VBScript), server-side script languages (ASP, PHP, JSP) and their usage areas. Flowcharts, basic algorithms and data structures. Recent Technological developments and their contribution to education such as course management systems (CMSs).

MTHS 102 – Calculus II (T: 2 / P: 2 / C: 3)

Exponential and logarithmic functions. Limits and derivatives, derivatives of exponential and logarithmic functions. Applications of exponential functions and anti-derivatives. Techniques of integration, definite integral, functions of several variables, partial derivates.

EGL 102 – English II: Developing Writing Skills (T: 2 / P: 2 / C: 3)

This course provides students with assistance in mastering effective basic academic writing skills. Emphasis is placed on mastering sentence structures and building well-constructed sentences into effective paragraphs that support of thesis statement in an essay.

TRK 002 – Turkish II: Speaking (T: 2 / P: 0 / C: 2)

Introduction and exposition of the Turkish Sentence structures and descriptive styles for the purpose of enhancing speaking skills. Written and oral specimen of Turkish language, student – centred tasks for the development of critical communication skills in Turkish.

HIST 002 – National History II (T: 2 / P: 0 / C: 2)

Teaching of the Principles of Ataturk; the chronological account of the republican revolution in the light of these principles. Democratic developments and re-structuring during and after World War II.

EDU 102 – Educational Psychology (T: 3 / P: 0 / C: 3)

Psychology of education, psychological development in conjunct to physical, cognitive, emotional, social development. Theories of learning and teaching process of reflection. Factors that affect learning motivation and group dynamics. Effects of these factors to the process of teaching in the classroom.

SECOND CLASS - TERM III

CIT 203 – Programming Languages I (T: 3 / P: 2 / C: 4)

Basic concepts in programming languages: variables, sequence, selection, conditional statements, iterations and loops. Data types, local and global variables. Arithmetic and logical comparisons. Selection statements (if, if / else) and nested control statements. Loops (while, do / while, for); infinite loops and usage areas of infinitive loops, nested loops. User defined and library functions of programming languages. Random number generation and its usage.  Arrays and File operations. Structured programming paradigms.

 

EDU 210 – Instructional Design (T: 2 / P: 2 / C: 3)

Principles of instructional design. Analysis of content, learner, and resources. Selecting instructional objectives and sequencing instruction. Instructional treatments. The conditions of instructional events and selection of instructional media. Evaluation of instruction. The importance of instructional modelling and training design models. Problem analysis and task analysis, priorities and conditions to determine training objectives. Goal-content and media selection for teaching material development. Education design theories and models, implementation and evaluation of teaching design.

CIT 205 – Computer Hardware (T: 2 / P: 2 / C: 3)

Information on the installation, operation, maintenance and support of PC hardware. Maintaining a personal computer system. Fundamental information about personal computers, microprocessors, RAM, power supplies, motherboards, BIOS, CMOS, the expansion bus, ISA, PCI slots, input/output devices and other critical hardware component of an idealized PC.

PHS 201 – Physics I (T: 3 / P: 0 / C: 3)

Vectors, Motion and action laws. Dynamics and Newton`s laws of motion. Newton’s Law of universal gravity. Work and energy. Push and momentum, Rotation and angular momentum. Collisions, Heat and temperature.

EDU 209 – Methods of Instruction (T: 3 / P: 0 / C: 3)

Teaching basic concepts related to learning and teaching principles, the importance of work plan and benefits, education planning (annual plan, daily plans), domain specific learning and teaching strategies, teaching tools and supplies, how to increase the quality of education, teacher`s duties and responsibilities, qualifications of teachers.

SECOND CLASS - TERM VI

CIT 204 – Programming Languages II (T: 3 / P: 2 / C: 4)

The underlying concepts and principles of programming in visual platforms. The course emphasis the design and implementation of a visual development environment: such as visual Basic or visual C#. General structure of a Visual development environment, data types, variables, standard functions, conditional statements, event driven properties, selection statements, user defined data types and functions, loops, nested loops, files and database connections in order to select, insert, update or delete different data records to/from a database.

EDU 203 – Material Design in Education (T: 2 / P: 2 / C: 3)

Major implications of learning theories as they are applied into development of instructional materials. Major types and formats of instructional media including audio, visual, audio-visual, computers, and so on. Learning skills in selection, development, and assessment of all types of instructional media and materials. Classification of purpose, goals analysis, content creation, planning, exercises and feedback in planning, assessment planning, modern educational technologies, teaching materials selection procedures, materials design and development principles. Domain-related material development. 

CIT 206 – Graphics and Animation in Education (T: 2 / P: 2 / C: 3)

Communication through graphics, graphic design, design process and principles of design, history of graphic design, creativity in graphic design, basic design elements of graphic, application areas of graphic design (typography, signs, emblems, icons, logo and trademarks, visual identity design, poster design); basic graphic terminology (pixel depth, compression, picture layout, resolution); graphics and animation software packages (Photoshop, Fireworks, Flash, etc) and tools (toolbox, layers, filters, effects); animation, scripting languages in animation; animation in education.

 PHS 202 – Physics II (T: 3 / P: 0 / C: 3)

Coulomb’s law and electric field. Gauss’s law and electric potential. Capacitance and electric energy. Current and resistance, energy in the circuit. Magnetic field. Faraday’s law, inductance. Magnetic fields in matter waves sound.

EDU 208 – Measurement & Evaluation (T: 3 / P: 0 / C: 3)

The concepts of measurement and evaluation as applied to behavioural sciences. How to measure outcome of the teaching-learning process in Computer Education. Cognitive, affective and psychomotor measurements. Teacher-made and standardized tests for Computer Education. Interpretation and treatment of the outcomes of the measurements. Basic descriptive statistics. Formative and summative evaluation. Alternative evaluation strategies. Using measuring tools to find desired properties (reliability, validity, usefulness). The measurement approaches based on traditional tools (written exams, short response examinations, multiple-choice tests, oral poll and homework). Measurement on multi-dimensional tools (observations, interviews, research papers, research projects, self-assessment, attitudes scales). Assessment of learning outcomes.

THIRD CLASS - TERM V

CIT 303 – Operating Systems and App. (T: 2 / P: 2 / C: 3)

Fundamental concepts and history of Operating Systems. Basic concepts and the evolution of operating system. Operating system features and characteristics. Von Neumann architecture. Standard operating systems and structures (Windows, Linux, MAC OS). Using operating systems: monitoring programs and shell; console programming and graphical user interface. Processes, memory management and file systems. The overall functioning of operating systems and the concept of desktop. Controlling menus and programs, file and folder options, user and group operations. Sharing files and printers, managing system performance, monitoring and supervision of operating systems (security and malicious programs, backup operations).

CIT 307 – Web based design and programming (T: 3 / P: 2 / C: 4)

Managing and creating web pages. Introduction to XHTML and web programming. Designing web pages:  backgrounds, colours text, links, tables, lists, frames and layer usage. HTML forms and form elements, the use of HTML templates, HTML and other media types, inserting objects into HTML pages (PDF files, office documents, videos, sounds, animations), internet programming concepts. Style sheets, CSS usage in advanced web design and client-side script languages (such as JavaScript). Recent web design innovations (HTML5, feeds, XML etc) and applications.

EDU 303 – Distance Education (T: 2 / P: 2 / C: 3)

Remote access to education and historical development of distance education. Definition of distance education and technologies used within distance education: TV, VCR, radio, printed materials, smart phones, computers and the Internet. Typology of distance education teaching systems. Techniques and methods used in planning, development, and implementation of distance education teaching systems. Online education analysis, virtual classrooms, e-learning and mobile learning, recent innovations in distance learning technologies.

GCC 303 – History of Science (T: 2 / P: 0 / C: 2)

Evolution of science since the ancient near east civilizations. Development of science in Ionic-Helene, Islamic-Turk periods. Scientific developments since the Renaissance "in the West" Astronomy. Development of Mathematics, Physics, Medicine and Biology during and after the Renaissance. 20th Century revolutions in science and technology.

EDU 309 – Classroom Management (T: 2 / P: 0 / C: 2)

Classroom management and the basic concepts of managing a class. Classroom communication and interaction. The class environment and its influence to classroom. Outer factors that affect classroom management. Classroom management models, development and management of classroom rules. The effects of editing the physical structure of classroom. Managing unwanted behaviours in the classroom. Classroom time management and organising a class. Approaches and examples used for creating an effective learning environment.

EDU 311 – Special Teaching Methods I (T: 2 / P: 2 / C: 3)

Concepts of method and teaching strategies. Different methods of instruction and teaching as applied to computer education. Special emphasis on computer education at secondary education and special teaching methods using technology. The general purpose of teaching space, reviewing appropriate equipments and materials (achievements, theme, unit, activity, etc.) on computer education.

EDU 313 – Special Education (T: 2 / P: 0 / C: 2)

The definition of special education, learning the importance of disability reasons. Special learning difficulties of mentally handicapped, hearing impaired, visually impaired and physically disabled people. Communicating language and communication disordered people. Learning difficulties of hyperactivity disordered people. Special education of gifted children. Learning through playing and training. Approaches and methods used in special education, the purpose of institutions and organizations in special education.

THIRD CLASS - TERM VI

CIT 314 – Multimedia Production & Design. (T: 2 / P: 2 / C: 3)

Introduction of course development software, electronic courseware planning, design and development stages, screen design principles, digital image/audio/video software, animation, user interaction, feedback techniques, navigation, multimedia courseware packaging, evaluation. Creating, publishing and evaluation of multi-media applications.

CIT 306 – Computer Networks and Communication (T: 2 / P: 2 / C: 3)

The underlying concepts and principles of computer networks. Different components of a network and how these components fit together. The design and implementation of network software that transforms raw hardware into a richly functional communication system. Real networks (such as the Internet, ATM, Ethernet, Token Ring) used to reinforce the concepts and demonstrate various protocols. LAN communication technologies (802.X family and Ethernet, token ring, FDDI), WAN communication technologies (x25, DSL ISDN, FR, etc). TCP/IP and Internet architecture, IP routing, communication via the internet: e-mail, instant messaging programs. Protocols (FTP, HTTP). Network security, remote access, network service providers and operations.

CIT 312 – Database Management Systems (T: 2 / P: 2 / C: 3)

 Foundations of database systems, data and data models and design of relational database. E/R diagrams and normalization. SQL (structured query language), SQL operations and commands. Multiple tables in SQL, SQL programming and functions, error status transaction in SQL programming. DBMS installation and administrative operations, doing SQL queries in a DBMS.

GCC 302 – Community Service Applications (T: 1 / P: 2 / C: 2)

 The importance of community service; identification and proposing projects for possible solutions to current problems or an educational issue in society; organize, present, or participate in panel discussions, conferences, conventions, and/or symposia; voluntary work in various social responsibility projects. Gaining required skills and knowledge for the implementation of community services in schools.

EDU 314 – Turkish Ed.al System & School Mgmt. (T: 2 / P: 0 / C: 2)

The aim of Turkish education system and its fundamental principles. Legal regulations related to education, the structure of Turkish education system. School organization and management, educational institutions and business-related work.

EDU 312 – Special Teaching Methods II (T: 2 / P: 2 / C: 3)

Teaching methods and learning processes in computer education and instructional technology, application of general teaching methods to specific content area, critical examination of textbooks and establishing their relations to teaching methods and strategies in computer education and instructional technology, microteaching applications, evaluation of classroom teaching. Field-specific applications (remote control systems, laboratory studies, etc.). Laboratory examination and evaluation of computer media, computer measurement and evaluation in education: creating portfolio, observation forms, etc.

FOURTH CLASS - TERM VII

CIT 403 – Project Development & Management I (T: 2 / P: 2 / C: 3)

The main components of project management in the field of instructional technology. Understanding theory and practice of project management process. Project management context and processes, project integration, time management, cost management, quality management, team management, risk management and project planning in the process of design development and evaluation of instructional software. Project planning and managing using Microsoft Project. Sample projects, project planning approaches.

CIT 407 – Web Design (T: 2 / P: 2 / C: 3)

 The fundamentals and common working principles of server side programming languages (such as asp, asp.net, php, perl, jsp, etc.) Server side web application development. Programming constructs of server side programming: data types (character, numeric, logical, date, etc.), variables, sessions, functions, selection (if, switch, case, etc.), loops (do-while, for, loop, etc.) and environmental variables. Internet via HTTP requests and responses sent to the database over the Internet to connect and perform database operations.

EDU 413 – School Experience (T: 1 / P: 4 / C: 3)

Observations and discussions in school experience. How computing is taught, the practical methods and techniques used in teaching. Activities that benefit a course, course management and class control of a computer teacher. Observation of authentic teaching. Learning different aspects of teaching and the teaching profession. Structured induction into school life. The tasks and activities performed by students to observe teachers at work and get to know pupils.

EDU 423 – Research Methods in Education (T: 2 / P: 0 / C: 2)

Knowledge and skills in planning, conducting and reporting a research in social sciences. The nature of scientific inquiry, phases of educational research, intellectual property rights and ethics in educational research. Forming research questions, data collection and analyses techniques and preparing a research report.

FOURTH CLASS - TERM VIII

CIT 404 – Project Development & Management II (T: 2 / P: 2 / C: 3)

Major steps and techniques used in designing and evaluation of instructional software. Learning the necessary knowledge and skills to apply project management life cycle to instructional software design, development and evaluation process.

EDU 406 – Guidance (T: 3 / P: 0 / C: 3)

Basic concepts and principles of guidance. Psychological counselling and services offered under guidance. Guidance services, organization and personnel approach in guidance, student recognition techniques, book-teacher cooperation and guiding to do tasks.

EDU 404 – Teaching Practice (T: 2 / P: 6 / C: 5)

Field experience and practice teaching including class observation, adjusting to classroom conditions, planning and preparation for teaching. Guided teaching practice in Computer Education and Instructional Technology. Each week students are responsible to create a daily plan and implement it. Application assessment, micro teaching and designing portfolios.

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The Department of Computer Education and Instructional Technology is a five-year (combined with English language) undergraduate program. The educational approach of this program provides its students with computer hardware, software and especially for educational purposes; It is aimed at developing independent, creative, questioning and analytical decision-making abilities that theoretically examine and develop the fundamentals of material development on these issues.

The department also allows students to develop their personal and social aspects. Courses in computer teaching department; It is held in classes with a maximum of 30 students aiming at the active participation of students. Internet-connected computers and interactive whiteboards supported by projectors are used in most classrooms. There are also hardware laboratories for computer hardware courses.

The Department of Computer and Instructional Technologies Teaching offers all kinds of material development techniques, including programming languages, database systems, performance modeling, computer networks, internet information access, and web design. The department courses were supported by the open platform moodle online according to the content topics.

1. Have adequate knowledge and skills on technology assisted instructional materials that satisfy the needs of an instruction.
2. Have an adequate level of knowledge on software and hardware to teach field courses and to assist teachers in other disciplines. Uses information and media technologies and communicates using these technologies.
3. Select and use required educational technologies for carrying out educational activities.
4. Organizes activities intended for the field teaching and develops corresponding instructional materials.
5. Investigates and evaluates ideas, concepts regarding teaching profession and educational technology by using scientific methods, define, analyze and discuss problems and topics, propose suggestions based on scientific findings and evidences.
6. Able to work effectively at on by self and with interdisciplinary groups.
7. Manage profession related research independently, take responsibility and tries to provide solutions for unforeseen complicated situations regarding educational technology and teaching profession related applications.  
8. Being aware of the structure, basic issues and problems of the Turkish education system and schooling
9. Possess skills on learn how to learn, self-regulate, lifelong learning, critical and creative thinking,
10. Investigates resources to access knowledge, uses databases and other information sources, cross validates the accuracy and recentness of the information. 
11. Have adequate level of foreign language knowledge to communicate with colleagues and to follow foreign resources in the field of teaching profession and educational technology.
12. Follows the professional and ethical rules and, be aware and be careful of the ethical situations while providing solutions.
13. Provides projects to solve recent societal issues and applies scientific, professional and ethical values in collecting, analyzing, interpreting phases and publishing data during performing teaching profession or working in a private company as a researcher. 
14. Evaluates students’ learning progress by developing, adequate measurement and evaluation tools during an instruction, take necessary precautions to contribute as feedback to the process by defining problems. 
15. Demonstrates general cultural acquisition to be a role model to students during instruction.
16. Having sufficient knowledge in the process of establishment of Republic of Turkey. Identifying social, cultural, political and economic problems through understanding Ataturk’s principles and revolution.

Course Code 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16   EDUY101 3 3 1 5 1 1 2 1 3 2 1 2 1 3 2 2   EDUY103 3 3 1 5 1 1 2 1 3 2 1 2 1 3 2 2   HIST001 3 1 2 4 5 5 1 3 3 3 5 1 3 3 3 1   EGLY101 3 4 3 3 1 3 4 1 3 3 3 4 1 3 3 4   TRKY101 3 3 1 5 1 1 2 1 3 4 1 2 1 3 4 2   CITY103 3 2 1 5 1 3 1 4 2 5 3 1 4 2 5 1   CITY101 2 2 3 4 1 4 2 5 5 5 4 2 5 5 5 2   CITY105 4 2 1 4 1 5 3 5 3 3 5 3 5 3 3 3   CITV201 3 4 3 4 4 4 5 4 5 4 4 5 4 5 4 5   CITA205 3 4 3 4 4 4 5 4 5 4 4 5 4 5 4 5   CITA203 3 5 4 3 3 4 4 2 3 5 4 4 2 3 5 4   CITA207 4 2 3 5 2 3 2 4 3 5 3 2 4 3 5 2   CITA209 4 1 3 3 5 4 5 3 3 1 4 5 3 3 1 5   CITV309 2 1 1 4 4 2 1 3 2 4 2 1 3 2 4 1   CITV301 5 1 1 4 1 3 2 2 2 4 3 2 2 2 4 2   CITA305 3 1 1 4 4 5 4 3 3 3 5 4 3 3 3 4   CITA307 4 1 3 1 2 4 3 2 2 4 3 2   CITA315 1 1 1 4 1 4 1 4 3 3 4 1 4 3 3 1   CITV413 5 4 1 4 2 5 2 4 3 5 5 2 4 3 5 2   CITV405 1 3 1 5 3 5 3 2 5 5 3 2 5     CITA415 4 1 1 5 2 5 1 4 2 4 2 1 3 2 4 1   CITA417 3 1 1 4 1 2 4 1 2 4 3 2 2 2 4 2   HIST002 2 3 3 4 2 1 4 3 3 3 5 4 3 3 3 4   EGLY102 4 3 3 4 1 5 3 4 3 2 2 4 3 2   TRKY102 4 5 2 4 3 4 1 3 3 4 1 4 3 3 1   CITA106 4 3 2 4 3 3 4 2 3 5 5 2 4 3 5 2   CITA108 4 3 2 4 3 3 4 2 2 5 5 3 2 5     CITA110 5 4 2 3 4 3 3 3 2 4 2 1 3 2 4 1   CITV202 5 3 3 3 3 4 3 2 2 4 3 2 2 2 4 2   CITV204 4 2 1 5 2 3 4 2 3 3 5 4 3 3 3 4   CITA206 5 2 1 3 2 2 4 3 2   CITA208 5 1 1 2 2 2 2 1 3 3 4 1 4 3 3 1   CITA210 4 3 1 4 3 3 4 2 3 5 5 2 4 3 5 2   CITA212 5 3 2 4 4 4 1 2 5 5 3 2 5     CITV308 4 3 1 4 3 3 4 2 3               CITV310 4 5 4 3 3 4 4 2 3 5 4 4 2 3       CITV302 4 3 3 5 2 3 2 4 3 5 3 2 4 3       CITA306 4 3 3 3 5 4 5 3 3 1 4 5 3 3       CITA308 5 4 1 4 4 2 1 3 2 4 2 1 3 2       CITA304 5 3 1 4 1 3 2 2 2 4 3 2 2 2       CITV414 4 2 1 4 4 5 4 3 3 3 5 4 3 3       CITV406 5 3 1 2 4 3 2 2 4 3       CITA404 5 1 1 4 1 4 1 4 3 3 4 1 4 3       CITA402 4 3 1 4 2 5 2 4 3 5 5 2 4 3       EDUY101 5 3 1 5 3 5 3 2 5 5 3 2       EDUY103 4 3 1 4 4 2 1 3 2 4 2 1 3 2 4 1   HIST001     1 4 1 3 2 2 2 4 3 2 2 2 4 2   EGLY101     1 4 4 5 4 3 3 3 5 4 3 3 3 4   TRKY101     3 1 2 4 3 2 2 4 3 2   CITY103     1 4 1 4 1 4 3 3 4 1 4 3 3 1   1.Very Low, 2.Low, 3.Medium, 4.High, 5.Very High

Graduates who successfully complete the program by fulfilling all the requirements receive the "Bachelor's Diploma in Computer and Instructional Technology Teaching" degree. Students enrolled in the undergraduate program are required to complete 150 credits in total. In the first two years, our students take courses related to mathematics, computer science and engineering sciences, which are common for engineering branches. In the remaining two years, they take basic courses such as operating systems, file organization, database systems and programming languages, as well as technical and free electives. Students who successfully complete these courses receive their undergraduate degree. Students who graduate from the department are entitled to become Information Technologies Teachers and to carry the title of Instructional Technology.

Graduates of the department will have superior field knowledge, use the computer and educational technology tools used in educational institutions in the best way, develop and prepare instructional software. They will be able to teach in public and private schools affiliated to the Ministry of National Education. In addition, they will be able to maintain direct command of their teaching competencies in the education they have received, the establishment, use and development of computer infrastructure in the institutions where the students are located. Depending on the technological developments in recent years, graduates can work in various institutions and organizations as Instructional Designer, E-Learning Specialist, Software Specialist, Web Designer, E-Content Development Specialist, Learning Management System Manager, Hardware Specialist, Database Specialist or Academician.

The educational objectives stated below indicate the career and professional achievements of the students after completing their programs and after graduation. Graduated students;

1. They aim to train teachers who follow the innovations in educational technologies, who have the knowledge and experience of the teaching profession, who guide and support educators in different disciplines to use educational technologies, who are helpful, who are sensitive to laws and professional ethics principles.

2. They need to prove themselves in professional leadership in the international environment and in the multicultural environment.

3. They should be able to identify problems and solve them using critical assessment skills by applying the acquired computer technology knowledge in their teaching careers or academic careers.

4. In order to contribute to the national and international literature, to carry out scientific research and development activities and to present the findings to the service of relevant institutions and organizations in line with the needs of the society.

In addition to the changes in economic and social areas in the world, changes in the production and dissemination of knowledge affect the quality of services in the field of education. Concerns about the quality of education make it a necessity to intervene in the education systems of countries and education levels at different levels. The fact that different countries do not lag behind each other in the competitive environment requires increasing their readiness for innovation and change. The change and transformation of educational institutions to become more accountable institutions in recent years has become a subject of interest to a wide audience.

Higher education institutions emphasize their efforts to become competent institutions at the international level that will respond to the needs of the global economy together with globalization. Countries today have become dependent on each other. For this reason, the quality of education given in higher education should focus on similar objectives with the education profiles of the world countries. Higher education plays an important role in countries' economic and social welfare. Countries that are aware of the important functions of higher education in development are developing policies to increase participation in higher education.

Lecturing: It is one of the methods in which the teacher is in the center. It is a method in which the teacher actively explains the subject and the student is a passive listener. With this method, the course; The report is processed in the form of description and explanation. To be effective, it should be of short duration and long narratives should be avoided. Conducting the entire course with lectures does not lead to healthy results. It does not support students to develop alternative skills. Without good preparation, it turns into a fruitless effort.

Discussion: It is a method that ensures the participation of all students in the class or a certain part of the class, depending on the situation. In this method, group members discuss the topic of discussion from various points of view and come up with alternative views on problem solving. One of the main points in the discussion; It is the effort of the group to think together and to express their thoughts in a certain logical pattern. It contributes to the development of students' thinking, expression skills and democratic attitudes.

Demonstration: In this method, the teacher; demonstrates an activity such as an experiment, demonstration, in front of the class, and then allows students to do it. Students try to learn not only by looking and watching, but also by doing and trying. This method is generally applied in skill teaching. It is difficult to implement in crowded classrooms.

Case Study: Case study is a method that requires students to use an analytical perspective by actively participating in a real and problematic event. The problematic event may be real or very close to reality. The student(s) working on a document that describes the event and contains the necessary data, learns the event, analyzes the data, and evaluates the problem. By discussing together, they develop suggestions for the cause or solution of the incident. Especially in social sciences, it is possible to bring many subjects to class in the form of case studies. Students remain active in the process and achieve high-level gains.

Problem Solving: Any situation arising from a doubt or uncertainty is called a problem. Generally, problems that have an obstructive or disturbing role in human life are solved by dealing with the stages of the scientific method. (a) The problem is determined. (b) The problem is identified. (c) Possible solutions are sought and a hypothesis is developed. (d) The solution is tested. (e) If the test leads to the correct solution, generalization is made because the hypothesis is confirmed. (f) If the test does not lead to the correct solution, the testing activities are reviewed and another selected hypothesis is tested again. This method improves one's abilities such as problem solving, independent work, creative thinking and critical thinking.

Cooperative Learning: Cooperative learning is a type of learning based on the principle of students working together for a common purpose. Children with different abilities learn by coming together in heterogeneous groups and helping each other. During the establishment of cooperation, important experiences such as helping and getting help and being aware of the unity of the group are gained. Thus, in the future, gains are made in the tendency to teamwork, which is a very important skill in business life.

Demonstration: In this method, the teacher; performs an activity such as an experiment, a demonstration, in front of the class, and the students try to learn by looking and watching. This method is generally applied when possibilities are limited and for handling hazardous experiments and situations.

Question-Answer: Although the student becomes more active in the process with different types of questions (combining, separating, evaluating, asking for information, motivating and brainstorming), it is one of the teacher-centered methods. Questions that serve the purpose and that will make the student think as much as possible should be asked. Even if it is wrong, it is of great importance for students to express their thoughts and speak freely, both in terms of learning and gaining self-confidence. It is also effective for encouraging students with low class participation. The teacher should interact with all students.

Mind Maps: It refers to a network of relationships in which the relationships, scopes and basic features of concepts are expressed with figures, graphics and words, based on propositions and principles. It allows learning visually. The following stages are followed: (1) Concepts related to the subject to be taught are listed. (2) The name of the subject to be taught is written at the beginning. (3) Relationships and generalizations between concepts are written in articles. (4) Concepts are boxed. (5) Concepts are graded from the most general to specific concepts or according to their scope, characteristics and relations. After grading, it is enclosed in boxes. (6) Relationships are guided by arrows and expressions.

Micro-teaching: Although this method aims to ensure that pre-service teachers fully adopt their roles in the classroom and the behaviors they will implement in the classroom, it is possible to apply the method in different areas. It allows to carry the opportunities offered by video and audio recorders to learning environments in the teaching of certain skills. It is based on the principle of recording student performance and eliminating errors by analyzing the obtained record.

Simulation: It refers to learning situations that are dangerous, difficult to access and expensive in reality, by working on a model that is very similar to the real thing. For example, before boarding airplanes and spacecrafts, airplane pilots and astronauts practice in virtual environments that are very similar to the real thing. There are Chemistry Lab softwares on the market that contain chemistry experiments and are very similar to the real thing. It can be applied in other fields as well.

Project Project-based learning: A way of teaching that engages students in tackling interesting problems and eventually creating extraordinary products. It allows students to use their creativity and requires them to look at things from a broad perspective.

Brainstorming: Brainstorming is a group work process organized to obtain as many possible solutions to a problem without evaluation or limitation. The purpose of brainstorming is to enable students to generate ideas and make it easier for them to express themselves. This technique is used as a high-level discussion technique. There is a storm period and an evaluation period. In a successful brainstorming; It is very important to leave the evaluation for later, to create a free and cheerful environment, to generate as many ideas as possible, to group and develop the suggested ideas.

When our faculty students successfully complete all their courses and teaching practice at the prescribed rate of course credit, they graduate from the program with a Bachelor's degree. In this regard, the provisions of Girne American University Associate and Undergraduate Education and Examination Regulations are valid.

Computer and Instructional Technologies Teaching Program is a 150-credit program. In order to graduate from the program, it is necessary to complete 150 credits and achieve an academic average of at least 2.00. Graduation is awarded by the University Senate with the recommendation of the relevant Faculty. Diplomas are prepared by the Registrar's Office and the name of the graduated program, the date of graduation and the degree obtained are indicated on the diploma.