Bilgisayar ve Öğretim Teknolojileri Öğretmenliği (İngilizce) Lisans Diploması

ISCO 08

ISCO 08

It is a higher education program based on secondary education qualifications, covering an eight-semester program and providing training in a specific field of learning or profession. Provides education in English.

Learning continues in the form of formal, face-to-face or distance courses. In the realization of applied courses, both the laboratories specific to the department within the faculty and the laboratories and learning areas within the school are utilized. In addition to all these, students have the opportunity to be in schools for teaching practice and school experience in line with their internships and to do internships in corporate companies in line with their wishes.

• To define concepts related to the latest knowledge, tools and other scientific resources for the teaching profession, educational technology and information technologies in terms of national and international standards. 
• To explain the main elements of teaching strategies, methods and techniques, material design and assessment and evaluation processes that affect the development of educational technology integration. 
• To develop competencies related to software languages, operating systems, computer networks and computer hardware. 
• To use the most appropriate curriculum frameworks to plan lessons and activities based on active and student-centered learning integrated with technology.  
• To plan, implement and evaluate classroom activities that utilize cutting-edge technologies to foster creativity, problem solving and critical thinking using scientific methods. 
• To build strong theoretical and applied models to develop solutions to problems that focus on systems and human development within a learning organization.  
• To review, evaluate and recommend strategies for technology integration based on the interests, needs, individual differences and developmental characteristics of students in primary and secondary education.
• To work individually and collaboratively in a team to carry out activities related to educational technology, information technology and the teaching profession in an interdisciplinary approach. 
• To effectively use and evaluate educational technologies and appropriately designed instructional models as a means of achieving and meeting learning objectives and requirements. 
• To utilize effective metacognitive techniques to make the classroom a community of learners engaged in lifelong learning activities. 
• To prepare trainings and projects related to educational technology for the community and to provide counseling to individuals in enhancing learning through the appropriate use of technology. 
• To implement cost and time sensitive strategies to support individuals and organizations to carry out their work more effectively.  
• To equip teachers to be pioneers and models in the application of technology for educational purposes using ethical and legal standards and to keep pace with changing technology. 
• To investigate efficient design solutions and existing standards used today for educational technologies, curricula, innovations and outcomes related to work, school, education sector and virtual world. 
• To gain fluency in interpersonal communication, teaching frameworks and the use of different technologies in relation to national

These are the basic competencies required by the information society, which all individuals must have, which support the individual development of individuals within the framework of lifelong learning, their social participation in society as active and responsible individuals, and their employability. Key competencies are as follows: 

1. Literacy competence 

2. Multilingual competence 

3. Mathematical competence and competence in science, technology and engineering 

4. Digital competence 

5. Personal, social and learning to learn competence 

6. Citizenship competence 

7. Entrepreneurial competence 

8. Cultural awareness and self-expression competence

Assessment and evaluation methods, exam types and their contribution to course grades are carried out in accordance with the basic principles determined by the Council of Higher Education (YÖK).  

Measurement and evaluation is differentiated by methods such as homework, project, application, mid-term and final exams. These differentiations are course-based and faculty members declare which method they will continue with at the beginning of the semester in their syllabus.  

Student success evaluation is declared with a letter and grade-based system in line with the selected method.  

Attention is paid to student-centered measurement and evaluation practices within the program and this situation is kept under follow-up and improvement studies are also included.

The following items summarize the general point of view regarding the quality assurance of the BAU BÖTE undergraduate program. 

1.YÖK is responsible for planning, organizing, managing and supervising education and training and other activities in higher education institutions. "University Monitoring and Evaluation Reports" of higher education institutions prepared within the framework of the criteria determined by YÖK are published every year. The reports prepared according to these reports, including quantitative and qualitative evaluations of higher education institutions, are shared with the public by YÖK. "Foundation Higher Education Institutions Report" containing academic, administrative and financial data of foundation higher education institutions is published annually by CoHE. These reports, which include quantitative and qualitative evaluations of foundation higher education institutions, are shared with the public by YÖK.

2. Quality assurance of undergraduate programs in higher education is ensured according to the "Procedures and Principles for Ensuring Quality Assurance of Higher Education Diploma Programs" and YÖKAK conducts regular review activities regarding the qualifications determined in accordance with the legislation. For example, the measurement and evaluation of learning outcomes is carried out according to the teaching and examination regulations prepared by higher education institutions in accordance with the basic principles set by YÖK.

3. Internal Evaluation-External Evaluation: Higher education institutions, in the context of continuous monitoring, enter the "Institutional Internal Evaluation Reports" of 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 made by accreditation bodies recognized in the field of educational sciences, such as the Association for Evaluation and Accreditation of Teacher Education Programs (EPDAD), show that the quality assurance of the qualifications of the programs is ensured. In addition, the Quality and Accreditation Team of the Department of ITIT works in cooperation with the Quality Commission of our university for all quality studies.

When we look at Quality Assurance specifically for the Department of CEIT at our university, the following items are meticulously implemented:

The Continuous Updating of the Curriculum: The curriculum of the undergraduate program is regularly reviewed and updated according to developments in the sector and student needs. 

Quality of Teaching Staff: Qualified teaching staff is provided for the success of the program and continuous professional and pedagogical development of this staff is given importance. 

Applied Education Opportunities: Students are provided with practical training opportunities such as internships, field studies and projects before graduation to support their theoretical knowledge with practical applications. 

Periodic Evaluation Processes: Periodic interim assessment processes are organized to evaluate the academic development of students and necessary corrective measures are taken based on the results of these processes. 

Evaluation of Student Feedback: Students' feedback on the program is taken into account and improvement activities are carried out according to this feedback. 

Alumni Tracking System: The career journeys of the graduates are monitored and the impact of the program is evaluated through regular communication with the graduates. 

Open Communication and Transparency: An open and transparent communication policy is followed in all processes related to the program and the opinions of stakeholders are taken into account.

Hardware and Infrastructure: The necessary hardware, infrastructure and laboratory facilities are provided and continuously updated to support the education of students. 

Compliance with National and International Standards: The program is designed and implemented in accordance with relevant national and international standards. 

 Determination of Quality Assurance Processes: There are established standards and processes to ensure the quality of the program and the effectiveness of these processes is regularly evaluated.

Student admission to this program is based on the YGS and LYS central exams conducted by the Higher Education Council (YÖK). Foreign students are accepted to this program with an internationally recognized high school graduation diploma and internationally recognized exam results. Exchange students are accepted within the framework of bilateral agreements (Erasmus or General Academic Protocol) signed between Bahceşehir University and the partner university. Guest students can enroll in the courses offered in this program if the relevant academic unit approves. Since the language of instruction at our university is English in all programs, students are also required to document their English Language Proficiency in order to enroll in these courses

• Those with a bachelor's degree can continue their studies in master's degree programs and, if they meet the relevant requirements, in doctoral and proficiency in art programs accepted with a bachelor's degree. 
• Undergraduate students have the right to participate in double major programs opened by the higher education institutions where they are studying. Students enrolled in double major programs can take courses from two diploma programs simultaneously and receive two separate undergraduate diplomas if they are successful. 
• Undergraduate students have the right to participate in a minor program by providing the necessary conditions within the higher education institution where they are studying. Students enrolled in minor programs can obtain a certificate if they complete the specified 6 courses. 
• At the point of progression of people with a bachelor's degree as graduates, there is a categorization of the institutions where graduates can work as follows: Computer Aided Application Development Firms, Distance Education Firms, Schools with Computer Aided Education Units, Web Based Project Development Units, Web Design Firms, Software Development Firms, Courses and Training Firms, Primary Schools and Colleges. 

1. Higher Education Law No. 2547 

1.1. Regulation on the Principles of Transferring Between Associate and Undergraduate Programs, Double Major, Minor and Inter-Institutional Credit Transfer in Higher Education Institutions 

1.2. Regulation on the Continuation of Graduates of Vocational Schools and Open Education Associate Degree Programs to Undergraduate Education 

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 permanently.