| Course Type | Elective Course |
|---|
| Course Level | Bachelor's Degree |
|---|
| Year of Study | - |
|---|
| Semester | - |
|---|
| ECTS | 4 |
|---|
| Name of Lecturer(s) |
- |
| Learning Outcomes |
At the end of this course, the students;
- Define the fundamental concepts of innovative digital technologies and explain their role in early childhood education.
- Analyze the pedagogical uses of digital learning tools.
- Evaluate augmented reality, programmable toys, and interactive applications from an educational perspective.
- Select developmentally appropriate digital games for early childhood and analyze them in terms of developmental suitability.
- Develop awareness of safe and ethical use of digital environments.
- Design creative instructional activities for early childhood education using innovative technologies.
|
| Mode of Delivery | Face to face |
|---|
| Prerequisites | No |
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| Recommended Optional Programme Components | |
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| Course Description | Fundamental concepts related to innovative digital technologies; the role and significance of these technologies in early childhood education; pedagogical approaches to the use of digital learning tools; educational evaluation of augmented reality, programmable toys, and interactive applications; selection and use of digital games appropriate for early childhood; the importance of safety and ethical principles in digital environments; and the design of creative instructional activities supported by innovative technologies. |
|---|
| Course Contents |
| WEEK |
TOPICS |
|
1st Week |
Course introduction, overview of artificial intelligence, and syllabus review |
|
2nd Week |
General overview of AI applications in early childhood |
|
3rd Week |
AI-supported educational tools and classroom examples |
|
4th Week |
Personalized learning in child development: AI algorithms |
|
5th Week |
AI-enhanced play environments and creative activities |
|
6th Week |
The role of the teacher with AI: support, guidance, and observation |
|
7th Week |
General review and case study analysis before the midterm exam |
|
8th Week |
Midterm exam |
|
9th Week |
Monitoring child development and data analysis with AI |
|
10th Week |
Use of AI systems in classroom management and behavior tracking |
|
11th Week |
AI-based assessment tools in early childhood education |
|
12th Week |
Artificial intelligence and children's rights: ethics, safety, and privacy |
|
13th Week |
Risks and limitations in the use of AI: a critical perspective |
|
14th Week |
AI-supported planning practices for prospective teachers |
|
| Recommended or Required Reading | Tosun, G. E.(2007). Çocuklar ve Çocuk Haklarının Medyada Temsili (Hazırlayan:Sevda Alankuş, Çocuk Odaklı Habercilik). İstanbul:IPS İletişim Vakfı Yayınları.
TGC ve British Counsil (2008). Medya ve Çeşitlilik Kılavuzu. Erişim:http://www.tgc.org.tr/COCUK-TR-ENG.pdf
RTÜK (2013). Türkiye'de Çocukların Medya Kullanma Alışkanlıklarının Araştırması |
|---|
| Planned Learning Activities and Teaching Methods |
- Lecture
- Discussion
- Problem Solving
- Presentation
|
|---|
| Assessment Methods and Criteria |
|
Quantity |
Percentage (%) |
| Mid-term |
1 |
30 |
| Assignment |
2 |
30 |
| Total(%) |
|
60 |
| Contribution of In-term Studies to Overall Grade(%) |
|
60 |
| Contribution of Final Examination to Overall Grade(%) |
|
40 |
| Total(%) |
|
100 |
|
| ECTS Allocated Based on Student Workload |
| Activities |
Quantity |
Duration (Hour) |
Total Workload (Hour) |
| Midterm exam |
1 |
2 |
2 |
| Preparation for Quiz |
|
|
|
| Individual or group work |
|
|
|
| Preparation for Final exam |
1 |
20 |
20 |
| Course hours |
14 |
3 |
42 |
| Preparation for Midterm exam |
1 |
10 |
10 |
| Laboratory (including preparation) |
|
|
|
| Final exam |
1 |
2 |
2 |
| Homework |
4 |
15 |
60 |
| Total Work Load | 136 |
| Total Work Load / 30 (h) | 4.53 |
| ECTS Credit of the Course | 4 |
|
| Language of Instruction | Turkish |
|---|
| Work Placement(s) | No |
|---|
