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Information
| Unit | INSTITUTE OF SOCIAL SCIENCES |
| Code | BTE728 |
| Name | AI in Education and Effective Prompt Design for Teachers |
| Term | 2026-2027 Academic Year |
| Term | Fall and Spring |
| Duration (T+A) | 3-0 (T-A) (17 Week) |
| ECTS | 6 ECTS |
| National Credit | 3 National Credit |
| Teaching Language | Türkçe |
| Level | Yüksek Lisans Dersi |
| Type | Normal |
| Mode of study | Yüz Yüze Öğretim |
| Catalog Information Coordinator | Prof. Dr. SERKAN DİNÇER |
| Course Instructor |
The current term course schedule has not been prepared yet.
|
Course Goal / Objective
To enable active or prospective teachers to integrate generative AI tools (ChatGPT, Gemini, Claude, etc.) into their daily professional practices. The course aims to develop skills in reducing administrative workload, accelerating lesson planning and material preparation, streamlining assessment processes, and establishing ethical AI usage policies in the classroom.
Course Content
Introduction to basic AI tools used in education; time-saving prompt engineering techniques for teachers; creating lesson plans, rubrics, and question banks with AI; simplifying texts for differentiated instruction; generating reliable summaries and activities from existing lecture notes by feeding them to AI (no-code RAG alternatives); handling student plagiarism and promoting academic integrity.
Course Precondition
N/A
Resources
Articles/Theses
Notes
Lecture notes/presentations prepared by the instructor of the course
Course Learning Outcomes
| Order | Course Learning Outcomes |
|---|---|
| LO01 | Identifies current generative AI tools applicable in education and understands their pedagogical boundaries. |
| LO02 | Writes effective prompts to generate lesson plans, activities, and reading materials suitable for their specific subject area. |
| LO03 | Adapts the difficulty level of existing content using AI according to different student levels (differentiated instruction). |
| LO04 | Accelerates assessment processes by creating question banks, quizzes, open-ended questions, and detailed rubrics. |
| LO05 | Designs an "AI Classroom Contract" and policies that promote academic integrity and ethical AI use for their students. |
Relation with Program Learning Outcome
| Order | Type | Program Learning Outcomes | Level |
|---|---|---|---|
| PLO01 | Bilgi - Kuramsal, Olgusal | Uses the basic concepts and principles of Instructional Technology at the level of expertise in the field. | 4 |
| PLO02 | Bilgi - Kuramsal, Olgusal | Approaches theories or practices related to the field of instructional technologies with high-level thinking skills such as critical thinking and creativity. | 5 |
| PLO03 | Bilgi - Kuramsal, Olgusal | List the applications of scientific research and related statistical techniques in the field of instructional technologies. | |
| PLO04 | Bilgi - Kuramsal, Olgusal | Uses advanced information and communication technologies together with the computer software required by the field. | 4 |
| PLO05 | Bilgi - Kuramsal, Olgusal | Uses scientific research and related statistical techniques in classical applications of instructional technologies. | |
| PLO06 | Bilgi - Kuramsal, Olgusal | Understands the multidimensional causes of complex, theoretical and current problems within the scope of instructional technologies and evaluates them in integrity. | |
| PLO07 | Beceriler - Bilişsel, Uygulamalı | Develops a plan for the solution of complex, theoretical and current problems within the scope of the field with a scientific perspective, implements the plan and evaluates the results. | 3 |
| PLO08 | Yetkinlikler - Öğrenme Yetkinliği | Takes personal responsibilities in solving problems related to the field or within the scope of the field. | |
| PLO09 | Beceriler - Bilişsel, Uygulamalı | It follows the scientific developments in the field of instructional technologies and carries it into professional practice. | 5 |
| PLO10 | Beceriler - Bilişsel, Uygulamalı | It follows current problems and practices, identifies problems in line with national values and country realities, proposes solutions and evaluates them. | 4 |
| PLO11 | Beceriler - Bilişsel, Uygulamalı | He/she is a critical thinker, generates new ideas and has the ability to explore and solve problems. | 4 |
| PLO12 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | Establishes effective and healthy communication with students, teachers, school management, families and individuals in the study group. | |
| PLO13 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | Knows a foreign language at a level to follow foreign sources related to his field. | |
| PLO14 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | It takes responsibility for the dissemination and distribution of developments in the field at local and national level. | |
| PLO15 | Yetkinlikler - Öğrenme Yetkinliği | It supports the protection and learning of these values by acting on the basis of scientific and ethical values in its work in the field. | 3 |
| PLO16 | Yetkinlikler - Öğrenme Yetkinliği | Interprets, develops and evaluates strategy, policy and implementation plans on the future of the field on the basis of quality processes. | |
| PLO17 | Yetkinlikler - Öğrenme Yetkinliği | It carries the relevant developments in other fields to the field of instructional technologies. | 4 |
| PLO18 | Yetkinlikler - Öğrenme Yetkinliği | It creates and maintains an efficient collaborative working environment by developing insight into stakeholder behavior. | 3 |
| PLO19 | Yetkinlikler - Alana Özgü Yetkinlik | It develops teaching activities and practices by integrating teaching technologies into different disciplines and thus increases teaching effectiveness. | 5 |
| PLO20 | Yetkinlikler - Alana Özgü Yetkinlik | Based on the principles of instructional technologies, it designs and develops instructional content suitable for current digital platforms. | 5 |
| PLO21 | Yetkinlikler - Alana Özgü Yetkinlik | Acquires digital competency skills, which are included in 21st century skills, and literacy related to newly emerging current instructional technologies in accordance with the requirements of the age. | 5 |
Week Plan
| Week | Topic | Preparation | Methods |
|---|---|---|---|
| 1 | A Pedagogical Overview of Generative AI and Core Tools | Which AI tool does what? (Text, Visual, Presentation) | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 2 | The Art of "Prompt Engineering" for Teachers | Techniques for getting the right answer by providing Task, Context, and Format. | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 3 | Lesson Planning and Activity Design with AI | Drafting lesson outlines based on the 5E Model or national curriculum standards. | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 4 | Differentiated Instruction and Content Adaptation | Simplifying a long text for a dyslexic student or a lower grade level. | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 5 | Material Development: Visual, Audio, and Educational Games | Generating coloring pages, concept maps, and quiz drafts for classroom activities. | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 6 | "Create Your Own Assistant": Custom GPTs and NotebookLM I | Using no-code tools that respond only based on the teacher's uploaded textbook/PDF. | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 7 | "Create Your Own Assistant": Custom GPTs and NotebookLM II | Using no-code tools that respond only based on the teacher's uploaded textbook/PDF. | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 8 | Mid-Term Exam | Ölçme Yöntemleri: Ödev |
|
| 9 | Assessment and Evaluation I: Creating Question Banks | Generating multiple-choice, true-false, and fill-in-the-blank questions aligned with learning outcomes. | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 10 | Assessment and Evaluation II: Rubrics and Feedback | Generating detailed rubrics (grading scales) for performance assignments. | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 11 | Using AI Like a Socratic Teacher | Preparing prompts that give students hints rather than direct answers, and integrating them into study sessions. | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 12 | Lightening the Administrative Workload | Drafting parent meeting notes, official emails, and club activity reports. | Öğretim Yöntemleri: Gösterip Yaptırma |
| 13 | AI Literacy and Guidance for Students | Explaining to students that AI is a "study buddy", not a "homework doer". | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 14 | Classroom AI Policies, Plagiarism, and Academic Integrity | Challenges of plagiarism detection and shifting evaluation methods to focus on the process rather than the final output. | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 15 | Final Project Presentations | Presentation of a fully integrated "AI-Supported Unit" in each teacher's respective branch. | Öğretim Yöntemleri: Alıştırma ve Uygulama, Bireysel Çalışma |
| 16 | Term Exams | Ölçme Yöntemleri: Yazılı Sınav |
|
| 17 | Term Exams | Ölçme Yöntemleri: Ödev |
Student Workload - ECTS
| Works | Number | Time (Hour) | Workload (Hour) |
|---|---|---|---|
| Course Related Works | |||
| Class Time (Exam weeks are excluded) | 14 | 3 | 42 |
| Out of Class Study (Preliminary Work, Practice) | 14 | 3 | 42 |
| Assesment Related Works | |||
| Homeworks, Projects, Others | 1 | 24 | 24 |
| Mid-term Exams (Written, Oral, etc.) | 1 | 24 | 24 |
| Final Exam | 1 | 24 | 24 |
| Total Workload (Hour) | 156 | ||
| Total Workload / 25 (h) | 6,24 | ||
| ECTS | 6 ECTS | ||