Many books have been written to illustrate the position of the new technologies in teaching and learning a foreign or second language (L2); nonetheless, most of these books have not been successful. The Handbook of Technology and Second Language Teaching and Learning edited by Caral A. Chapell and Shanon Sauro and published by Wiley Blackwell in 2017, provides a comprehensive overview of the various facets of the use of technology in teaching and learning an L2. This book has not been translated into Persian and no critical review has been published for it; accordingly, this study sought to both introduce and critically review this book. The current critical review revealed some advantages including comprehensiveness of the whole book, the expertise of the writers, up-to-dateness, content and format integrity, and the use of valid sources. The main criticisms are the exclusion of some of the very recent technologies, perhaps due to the ever-changing and exponentially volatile nature of the technological improvements and expansions, the introduction of too many technologies at the theoretical level without providing information about their practical use. Generally, the book is an invaluable and academically written source for L2 practitioners, postgraduate students, and researchers.

Introduction: As a type of clinical education, ambulatory medicine has challenges, which underlines the evaluation of the system. This study endeavored to design a system to evaluate ambulatory medical education in the Isfahan University of Medical Sciences. Methods: This developmental study was conducted in two phases in the years 2019-2022. In two phases, evaluating of the status quo and designing a system for evaluating ambulatory settings was done. This way, an agenda was developed. Results: Designing an agenda for evaluating ambulatory medical education are the important results of this study. This system includes stakeholders, policymakers, and administrators. The users are the clinical professors in educational clinics, developers of the clinical education system in education development center. The end stakeholders are students of medicine, patients, and society. The system consists of several subsystems wherein several processes are running. Conclusion: According to the developed system, it is possible to formatively evaluate ambulatory setting and in addition to extracting results to identify the strong and weak points of clinical education, the strengths and weaknesses of the system can also be evaluated and improved.

This article introduces the elements of education. Firstly, it raises this question: What elements or indicators are most effective for education to play its role in sustainable development? Then, the article focuses on learning opportunities and participative teaching-learning process and, by presenting the pattern of this kind of learning, it indicates the role of fast feedback to learners as a successful factor in learning. New learning environment, multimedia system and new pedagogic challenges which are the important issues for the teachers of the future distance and open learning universities are also discussed in the article.

Letter To Editor

This quantitative, qualitative study investigates the usage of mobile phone applications in teaching and learning processes. The study aims to identify the benefits, difficulties, and resolutions of using mobile phone applications. The study was conducted in the English Department at Hebron University at the second semester of the academic years 2015/2016. The study focuses on the Business English course. A questionnaire was used to show the general attitudes of the students towards the effects of using mobile phone applications in the classroom. Interviews were administered to reveal the general attitudes of the students and instructors towards the difficulties and the solutions. The results showed that most students responded positively to using mobile applications in teaching and learning processes. In addition, all students had smart phones, and they used varied brands applications in the learning process. Moreover, the results indicated that students understand and learn better through using the applications.

AbstractThe purpose of this study is to design a model for facilitating teaching and learning process based on the experiences of female principals of primary schools. In order to achieve this goal, the qualitative approach and the Grounded theory method were used. The research population included 39 female principals of elementary schools in Izeh city. Sampling by snowball method continued until theoretical saturation was reached and finally a semi-structured interview was conducted with 12 female principals of elementary schools in Izeh city. And then the information collected in the interviews were analyzed using three main stages of data coding (open, Axial and selective). In the first stage of open coding, 285 initial codes were identified, which were reduced to 121 codes after removing duplicate codes. In the Axial coding stage, 21 categories were obtained from establishing links and communication between the concepts, then these categories were categorized into 6 main categories (central category, causal conditions, Contextual conditions, intervening conditions, strategies and consequences) and the final model of facilitating the teaching process- Learning was achieved. Based on the theory obtained from the research findings, causal and effective conditions on facilitating the teaching-learning process,Contextual conditions, intervening conditions, strategies and consequences have been examined and the final model has been presented.