Bilgisayar ve Öğretim Teknolojileri Öğretmenliği Lisans Diploması

ISCO:08

ISCO:08

The aim of the Program is to train and integrate into society prospective teachers who are modern, capable of analytical thinking, able to generate solutions to problems, and effectively use emerging technologies in education. This program aims to enhance prospective teachers’ pedagogical knowledge and skills as well as their competencies in technology-based instructional design, implementation, and evaluation. Furthermore, it seeks to prepare graduates to adopt a lifelong learning approach and adapt to the evolving needs of education.

Education and training is carried out in the form of formal, open or distance education. General Culture, Teaching Vocational Knowledge, Field Knowledge courses are given in well-equipped environments such as classrooms and computer laboratories within the Faculty.

• To be able to use the concepts related to information technologies correctly and appropriately
• To be able to set up a computer system suitable for the purpose, to define and use software and peripherals compatible with this system
• Develop and implement basic maintenance and repair strategies for software, hardware and network elements
• To be able to make organizations related to filing and time management
• To be able to use application software prepared for specific purposes
• To be able to use network and Internet applications in place
• To be able to organize technology-supported processes and applications that can meet the different needs of learners
• To be able to access information, collect, analyze and evaluate data by using information technologies
• To be able to prepare effective teaching-learning materials
• To be able to make applications that take into account students with special needs and students who need special education
• Knows scientific approaches and methods related to the field
• Has knowledge of students' developmental characteristics, behavior management, learning styles and difficulties.
• Has the knowledge of developing strategies, creating educational programs and preparing materials in line with the knowledge acquired.
• Selects appropriate teaching methods for students' developmental and educational needs, develops educational programs and materials.
• Evaluates the achievements of students in a multidimensional way by using different measurement and evaluation methods.
• Uses ways of accessing information effectively.
• Demonstrates that he/she is sensitive to the events/developments on the agenda of the society and the world and follows these developments.
• Sets an example to the society with his/her appearance, attitude, demeanor and behavior.
• Acts in accordance with democracy, human rights, social, scientific and professional ethical values.
• Communicates effectively with students, parents and other relevant individuals.

Has advanced level of the key competencies listed below:

• Literacy competence
• Multilingual competence
• Mathematical competence and competence in science, technology and engineering
• Digital competence
• Personal, social and learning to learn competence
• Citizenship competence
• Entrepreneurship competence
• - Cultural awareness and expressive competence

• In measuring the success in a course, the success achieved in the semester / year studies and semester / year-end exams for that course are taken into account.
• The types of in-semester studies and their contribution to the success grade are announced to the students at least one week before the course registration.
• Semester / year activities; midterm / exams, quizzes / exams, field studies, practice, homework, presentation, project, internship, workshop, seminar, laboratory and similar studies. Their contribution to the course grade is decided by the board of directors of the relevant unit upon the proposal of the faculty member responsible for the course. The raw success grade is calculated by taking into account the contribution rates. In the relative evaluation system, the grade resulting from the calculation is rounded two digits after the comma. In the absolute evaluation system, fractional grades are rounded to the nearest whole number.
• For a course, at least one midterm exam is held during the semester in semester practice and at least one midterm exam is held during the year in year practice. However, projects, assignments, laboratories, applications and similar studies in the course can be substituted for midterm exams with the decision of the relevant unit board.
• The contribution of the semester/year-end final or make-up exam to the course grade is at least 50% and at most 70%. This ratio is determined by the decision of the relevant unit board.
• Attendance is not required for courses retaken for a reason other than absenteeism. It is compulsory to attend the midterm and semester / year-end exams of the repeated course. Previous midterm exam grades of the repeated courses are not taken into consideration. In clinical practice courses that have been taken twice but failed, it is obligatory to attend all theoretical and clinical practice activities during the year.
• The effect of unsupervised assessment and evaluation activities on the general success of the programs taught by open and distance education method is determined by the decision of the relevant unit board so that it cannot be more than 20%.

To monitor the quality of higher education programs;

• YÖK is responsible for the planning, organization, management and supervision of education and training and other activities carried out in higher education institutions.
• "University Monitoring and Evaluation Reports" of higher education institutions prepared every year within the framework of the criteria determined by YÖK are published. Reports prepared according to these reports, including quantitative and qualitative evaluations of higher education institutions, are shared with the public by YÖK.
• Every year, YÖK publishes the "Foundation Higher Education Institutions Report", which includes academic, administrative and financial data on foundation higher education institutions. These reports, which include quantitative and qualitative evaluations of foundation higher education institutions, are shared with the public by YÖK.

Quality assurance of undergraduate programs in higher education is provided according to the "Procedures and Principles for Ensuring Quality Assurance of Higher Education Diploma Programs":

1. Creation and Approval of Curricula:
   1. YÖK determines the minimum standards and criteria required for the opening of undergraduate departments and programs in higher education institutions.
   2. The curriculum of undergraduate programs in higher education institutions and the learning outcomes that each program will provide to the student are determined by the senates of higher education institutions in accordance with the basic principles determined by YÖK on these issues.
   3. The curricula of the National Core Curricula are adopted by the relevant Council of Deans and implemented by higher education institutions with the approval of the Council of Higher Education.
2. Assessment and Evaluation: Each undergraduate program is designed to provide students The measurement and evaluation of the learning outcomes to be gained is carried out according to the education, training and examination regulations prepared by higher education institutions in accordance with the basic principles determined by YÖK on these issues.
3. Certification: Students enrolled in undergraduate programs, if they successfully complete the course credits and other obligations determined by higher education institutions; receive a bachelor's degree.

Self-Assessment-External Evaluation: In the context of continuous monitoring, higher education institutions enter their "Institutional Internal Evaluation Reports" for the previous year into the Information System prepared by the Higher Education Quality Council (YÖKAK) at the beginning of each year. YÖKAK shares the "Institutional Feedback Report" prepared for the external evaluation of higher education institutions with the public. In addition, accreditation decisions issued by accreditation bodies authorized or recognized by YÖKAK also indicate that the quality assurance of the qualifications of the programs is ensured. YÖKAK conducts regular review activities regarding the qualifications determined in accordance with the legislation.

Istanbul University-Cerrahpaşa Hasan Ali Yücel Faculty of Education Computer Education and Instructional Technology Undergraduate Program has been accredited by EPDAD (Association for Evaluation and Accreditation of Teacher Education Programs) to be valid between 01.05.2025 - 01.05.2028.

1. To graduate from secondary education institutions or foreign secondary education institutions whose equivalence is approved by the Ministry of National Education and to meet the admission requirements for undergraduate programs of higher education institutions.
2. To be placed in the relevant undergraduate program of the higher education institution as a result of the central examination conducted by the Measurement, Selection and Placement Center (ÖSYM), the procedures and principles of which are determined by YÖK.
3. To have obtained sufficient points as a result of the central exam conducted by ÖSYM for the programs of higher education institutions that accept students with a special talent exam, the procedures and principles of which are determined by YÖK, and to have succeeded in the special talent exam.
4. To be placed in undergraduate programs that are the continuation of the fields they have completed in higher education institutions for associate degree graduates as a result of the Vertical Transfer Exam (DGS) conducted by ÖSYM, whose procedures and principles are determined by YÖK.

• Educational and Academic Career Opportunities:

• Graduates can teach in public and private educational institutions affiliated to the Ministry of National Education with the title of "Information Technologies Teacher".
• Graduates can continue their postgraduate education and participate in master's and doctoral programs, and can work in the academic staff of universities by making an academic career.

• Private Sector Opportunities:

• They can work as content developers, project managers or technology consultants in companies that design educational materials.
• They can work in the private sector as educational technologists and specialize in e-learning projects.

• Public and Corporate Work Areas:
  • They can work as publishers, experts or assistant experts in public institutions such as TRT and TÜBİTAK.
  • They can work as e-learning experts in various distance education institutions.
• Classroom and Course Opportunities:
• They can work as an educator in various courses and private course centers.

1. Higher Education Law No. 2547
   1. Regulation on the Principles of Transferring Between Associate and Undergraduate Programs, Double Major, Minor and Inter-Institutional Credit Transfer in Higher Education Institutions
   2. Regulation on the Continuation of Graduates of Vocational Schools and Open Education Associate Degree Programs to Undergraduate Education
2. Law No. 2547 on Higher Education (Additional Article-35)

2.1. Regulation on Higher Education Quality Assurance and Higher Education Quality Board

The qualification is valid at all times.