Course Information
SemesterCourse Unit CodeCourse Unit TitleT+P+LCreditNumber of ECTS CreditsLast Updated Date
5EEC302Technology Supported Education in Early Childhood3+0+03505.10.2026
Course Details
Language of Instruction Turkish
Level of Course Unit Bachelor's Degree
Department / Program Pre-School Teaching
Type of Program Formal Education
Type of Course Unit Compulsory
Course Delivery Method Face To Face
Objectives of the Course The aim of this course is to deepen pre-service teachers’ theoretical knowledge of technology use in early childhood through current literature and to develop their ability to transform this knowledge into technology-supported activities in early childhood settings. The course addresses developmental theories, technology integration models, digital literacy, the family–technology relationship, and ethics and privacy, while fostering pre-service teachers’ critical reading, academic discussion and technology-supported activity design skills.
Course Content Theoretical approaches and current research findings on technology and digitalization in early childhood; translating theoretical knowledge into practice; developmental theories (Piaget, Vygotsky, Papert); technology integration models (TPACK, SAMR, etc.); making and learning-through-production; design-based thinking (the engineering design process); STEM/STEAM education; coding and computational thinking; unplugged, robotics and block-based coding applications; AI literacy and its ethical dimensions; designing and evaluating technology-supported activities in line with the early childhood education program.
Course Methods and Techniques The course is based on the Du-TE (Technology Integration in Teacher Education) model: learning through concrete experiences, reflective thinking, support throughout implementation, interaction within a learning community and TPACK development. Methods: lecture, discussion, literature review, analysis of sample practices, group work, peer assessment, activity design and presentation.
Prerequisites and co-requisities None
Course Coordinator None
Name of Lecturers Asist Prof.Dr. Zeliha Damla Kalyenci
Assistants None
Work Placement(s) No

Recommended or Required Reading
Resources Metin, Åž. (2025). Yeni Bir Dil Olarak Kodlama.
Demirer, V., & Sak, N. (2016). Bilgisayarsız Kodlama Etkinlikleri ve Eğitimde Kullanımı
Karaoğlan Yılmaz, F. G. (2019). Robotik Kodlama ve Eğitim.
Course Notes Course presentations, textbooks, academic articles, Ministry of National Education (MEB) framework and guidance documents, and digital tools such as ScratchJr, Code.org, Kodable, Tynker, Blockly Games, Teachable Machine and Machine Learning for Kids will be used. Activity design work is carried out during class hours; there is no additional homework, project, or weekly out-of-class assignment.

Course Category
Field %100

Planned Learning Activities and Teaching Methods
Activities are given in detail in the section of "Assessment Methods and Criteria" and "Workload Calculation"

Assessment Methods and Criteria
In-Term Studies Quantity Percentage
Mid-terms 1 % 40
Final examination 1 % 60
Total
2
% 100

 
ECTS Allocated Based on Student Workload
Activities Quantity Duration Total Work Load
Course Duration 14 3 42
Hours for off-the-c.r.stud 14 2 28
Mid-terms 1 32 32
Final examination 1 48 48
Total Work Load   Number of ECTS Credits 5 150

 
Course Learning Outcomes: Upon the successful completion of this course, students will be able to:
NoLearning Outcomes
1 Explains the basic theoretical approaches technology use in early childhood.
2 Explains technology integration models and relates them to preschool education practices.
3 Explains the maker (learning by making) approach and the stages of design-based thinking (the engineering design process) through sample activities.
4 Plans STEM/STEAM activities appropriate to the developmental characteristics of preschool children.
5 Prepares and implements unplugged, robotics, and block-based coding activities in a way that is appropriate to children ` s age and developmental characteristics.
6 Selects and evaluates educational applications and digital tools in terms of their suitability for the preschool period.
7 Explains the basic concepts of AI literacy; integrates child-appropriate AI tools into activities under teacher guidance.
8 Demonstrates an attitude that respects children ` s rights, privacy, and ethical principles in the use of technology and artificial intelligence.
9 Designs technology-supported activities aligned with the preschool education curriculum, shares them with peers, and improves them based on the feedback received.

 
Weekly Detailed Course Contents
WeekTopicsStudy MaterialsMaterials
1 Course Introduction and Process
2 New Teaching Approaches and Technology Integration
3 Design Thinking I
4 Design-Based Thinking II – Literature and Case Study Analysis
5 STEM/STEAM Education: Theoretical Foundations
6 STEM/STEAM Education: Implementation and Evaluation
7 Coding and Computational Thinking (CT)
8 Midterm Exam
9 Library Week: Exploring Coding and Technology-Supported Educational Resources
10 Robotics and Unplugged Coding Activities
11 Block-Based and Hybrid Coding Applications and Hybrid Learning Design
12 Artificial Intelligence (AI) and Early Childhood: Classroom Integration and Ethical Awareness
13 Computational Thinking and Coding Applications I
14 Computational Thinking and Coding Applications II
15 Presentation of Event Designs and General Evaluation of the Term
16 Final Exam

 
Sustainable Development Goals
Contribution of Learning Outcomes to Programme Outcomes
P1 P2 P3 P4 P5 P6 P7 P8 P9 P10 P11 P12 P13 P14
All 4 4 4 4 4 3 4 3 3 2 3 3 2 2
C1 5 3 4 2 2 2 3 1 1 1 3 2 1 1
C2 2 5 4 3 4 2 5 2 2 1 3 2 1 1
C3 3 4 4 4 4 3 3 3 4 2 3 3 2 2
C4 4 4 3 5 5 3 3 3 4 2 2 3 3 2
C5 4 4 3 5 5 3 5 3 4 1 2 3 2 2
C6 3 4 4 3 4 4 5 3 2 2 4 3 1 3
C7 3 3 5 4 4 3 5 3 3 2 4 3 2 3
C8 4 2 3 2 2 4 4 2 2 4 3 3 3 5
C9 4 4 3 5 5 3 5 3 4 3 3 5 3 3

  Contribution: 1: Very Slight 2:Slight 3:Moderate 4:Significant 5:Very Significant