Course Information
SemesterCourse Unit CodeCourse Unit TitleT+P+LCreditNumber of ECTS CreditsLast Updated Date
4EEC05121st Century Literacy: Media and Technology3+0+03430.10.2026
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 Elective
Course Delivery Method Face To Face
Objectives of the Course The aim of this course is to enable prospective teachers to grasp the scope of 21st-century literacies; critically evaluate media content and information sources; gain awareness regarding children ` s safety, privacy, and rights in digital environments; discuss the opportunities and limitations of media and technology use while considering the age and developmental characteristics of preschool children; and design media- and technology-based activities grounded in pedagogical rationale by selecting appropriate digital content and materials.
Course Content This course enables undergraduate students in early childhood education to address 21st-century literacies—specifically media, information, digital, technology, visual, and artificial intelligence literacy—within the context of children ` s age and developmental characteristics. The course covers topics such as the critical analysis of media content, the evaluation of information sources, misinformation and disinformation, digital citizenship, digital ethics, safety and privacy, children ` s rights, screen and digital media use in early childhood, the selection of digital content and educational materials, artificial intelligence literacy, digital storytelling, and the role of families. The course is conducted through practical activities—including analysis, case studies, criteria development, and activity design—and concludes with a media- and technology-based activity project.
Course Methods and Techniques 5E model, brainstorming, question-answer and case study methods will be used in the teaching process.
Prerequisites and co-requisities None
Course Coordinator None
Name of Lecturers Asist Prof.Dr. Büşra Bilir Çevik
Assistants None
Work Placement(s) No

Recommended or Required Reading
Resources Cosgrove, J. ve Cachia, R. (2025). DigComp 3.0: European Digital Competence Framework -Fifth Edition (JRC144121). Publications Office of the European Union. https://data.europa.eu/doi/10.2760/0001149
Redecker, C. (2017). European Framework for the Digital Competence of Educators: DigCompEdu (Y. Punie, Ed.). Publications Office of the European Union. https://doi.org/10.2760/159770
Grizzle, A. vd. (2021). Media and information literate citizens: Think critically, click wisely! Media & information literacy curriculum for educators and learners. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000377068
Chaudron, S., Di Gioia, R. ve Gemo, M. (2018). Young children (0–8) and digital technology: A qualitative study across Europe (EUR 29070 EN). Publications Office of the European Union. https://op.europa.eu/en/publication-detail/-/publication/9c015955-b0c5-11e8-99ee-01aa75ed71a1
Wardle, C. ve Derakhshan, H. (2017). Information disorder: Toward an interdisciplinary framework for research and policy making (DGI(2017)09). Council of Europe. https://rm.coe.int/information-disorder-report-version-august-2018/16808c9c77
Milli Eğitim Bakanlığı. (t.y.). Türkiye Yüzyılı Maarif Modeli: Okuryazarlık becerileri. https://tymm.meb.gov.tr/beceriler/okuryazarlik-becerileri


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
Assignment 1 % 50
Project 1 % 50
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
Assignments 14 2 28
Presentation 2 5 10
Project 1 8 8
Total Work Load   Number of ECTS Credits 4 116

 
Course Learning Outcomes: Upon the successful completion of this course, students will be able to:
NoLearning Outcomes
1 Explains the scope of 21st-century literacies (media, information, digital, technology, visual, and artificial intelligence literacy) and their interrelationships.
2 Analyzes media content and digital content aimed at children using critical analysis criteria.
3 Questions the reliability of information sources; addresses misinformation and disinformation using verification strategies.
4 Evaluates their own digital competence and digital pedagogical competence based on competence frameworks, and prepares a development plan.
5 It develops principles regarding children ` s digital safety, privacy, and data protection, with due regard for children ` s rights and ethical principles.
6 Discusses the opportunities and limitations of media and technology use based on the age and developmental characteristics of preschool-aged children, and informs families.
7 Evaluates and selects digital content, applications, and educational materials based on pedagogical suitability criteria.
8 It evaluates the opportunities, risks, and ethical dimensions of generative AI tools for children and education within the framework of AI literacy.
9 Designs a media- and technology-based activity suitable for the preschool educational setting, provides a rationale for it, and refines it based on peer feedback.

 
Weekly Detailed Course Contents
WeekTopicsStudy MaterialsMaterials
1 Course introduction
2 21st-Century Literacies: Conceptual Framework and Implications for Preschool Teaching.
3 Media Literacy and Information Literacy: Critical Analysis of Media Messages.
4 Digital Literacy and Technology Literacy: Digital Competence and Digital Pedagogical Competence.
5 Visual Literacy and Critical Analysis of Media Content for Children.
6 Evaluating Information Sources, Misinformation, and Disinformation.
7 Digital Citizenship, Digital Ethics, Security, Privacy, and Children ` s Rights.
8 Midterm
9 Digital Media and Screen Use in Early Childhood: Opportunities, Limitations, and the Role of Families.
10 Selection of Digital Content and Educational Materials in the Preschool Period: Evaluating Pedagogical Appropriateness
11 AI Literacy and Generative AI: Children, AI, and Education.
12 Reflecting Studies from Academy to Practice How are technological studies carried out in the academy reflected in practice? Google scholar, yöktez, toad, etc.
13 Visual Editors (Processes for evaluating activities involving technology) What are visual editors? How to use visual editors? Visual Editors Handbook
14 Creating new games by incorporating technology into traditional games How can traditional games be adapted to today?

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

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