Şeneldır, Okan; Aydin, Sinan; Kudu, Mustafa; Kiliçarslan, İsmail; Of, Mustafa; Mutlu, Celal

Kaizen is a Japanese word for ‘continuous improvement’. “One small step can change your life” is the gentle but potent way to effect change. “A journey of a thousand miles must begin with a single step. If the steps are small, the stress mechanism is quiet and the brain develops new habits from the repetition of small steps. The term “kaizen”, also provides benefits in decision making. If someone has difficulty finding the purpose, the best Kaizen technique is asking a question each day, opening up the heart to hear the answer. Stress is an inevitable fact that’s why there is stress management. Kaizen (small steps) and innovation (large steps) are both worthwhile strategies. Using big steps is fine but if the stress is too great or the motivation too little, Kaizen technique is necessary. The term of “intuition” means an ability to understand or know something immediately based on the feelings rather than facts. Intuition means direct knowledge. Intuition has a metaphysical aspects. Intuitive decisions may be necessary against stress. Intuition is positively correlated with willpower and whereas it is also negatively correlated with stress. Intuition isn’t always good. Sometimes intuition is insufficient to think about the situation. Therefore kaizen and intuition are complement techniques.

Kayalar, Fethi

The purpose of the study is to compare teachers’ views upon integration and use of technology in classroom. To make cross-cultural comparison of teachers’ views, we interviewed with nine teachers in a primary school in city of Erzincan, Turkey and compared the views of the teachers with those of the teachers living in foreign countries. To obtain the data from other countries, we used the comments of the teachers who shared their views with us at Edutopia Blog Page. We used a qualitative research method with semi structured interview form to gather data and to compare them with the comments in blog page. Having analysed, compared and discussed the views of the teachers, we recommended that the school principals, teachers and students should be encouraged to integrate technology and use mobile technology in classroom so that the students can prepare themselves for competition and race with the others and future careers.

Yılmaz, Özkan

The aim of this study is to examine the effect of mobile technology use in university science instruction on students’ academic achievement and self-regulation skills. An experimental study is conducted to test the use of mobile in-class interaction system (M-CIS) and to determine the change in students’ academic achievement and self-regulation skills in a science class. Motivated Strategies for Learning Questionnaires, Academic Achievement Tests and Semi-structured interview forms are used as data collection instruments. In the data analysis process, descriptive statistics, covariance analysis (ANCOVA), Mann-Whitney U test and content analysis are used. At the end of the study, it is found that the use of mobile technology in science instruction sustained to be effective in increasing students’ academic achievement. Besides, the M-CIS provided significant changes in teaching, instruction and learning atmosphere, as well as students’ and teachers’ affective outcomes.

Tuncer, Murat; Bahadir, Ferdi

In this study, the effect of screen reading and reading from printed out material on student success and permanency in Introduction to Computer Lesson is investigated. Study group of the research consists of 78 freshman students registered in Erzincan University Refahiye Vocational School Post Service department. Study groups of research consist of an experiment group and a control group. With a random selection 38 students were assigned as experiment group and 40 students were assigned as control group. In this manner, experiment group with 38 students used screen reading, and control group with 40 students used printed out material for education. Study was designed as control group model with pretest and posttest. Both experiment and control groups were applied pretest and posttest within the research. In process of data analysing, ancova and multiple variance analysis were used. It was found on success tests that there is not a significant difference between posttests corrected according to pretests of control and experiment groups. But, a significant difference between Access and permanency tests in favour of control group was found. Furthermore, dual effect of applied method and gender on posttest success scores and delayed test scores was found to be insignificant. Results of the studies show that reading from printed out material is more efficient than screen reading.