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Background: Currently modern information technology has affected all aspects of people’s lives and education is not an exception. Teachers have always been one of the main elements of the learning process. Teachers should be prepared for any type of educational planning and its necessary foundations and conditions. In order to apply electronic learning in the teaching-learning process, teachers should be mentally prepared and should have the necessary attitude, knowledge, skills, and accessibility. We aimed to assess the preparedness of high school teachers of west Islam Abad in using electronic learning. In this regard, we studied various aspects such as their level of knowledge and skills in working with electronic learning environments, their belief in working with such environments, the amount of use and applicability of these environments in the teaching-learning environment during 2008-2009, and their accessibility to electronic learning environments.Material & Methods: 173 teachers were randomly selected using the systemic random sampling method. Data were collected using a researcher-made questionnaire. Its validity was confirmed by a group of researchers in the field of educational technology. Its reliability was acceptable using Cronbach’s alpha. Data were analyzed using descriptive statistics, as well as K2, Kendall's tau (τ) coefficient, t, and one-way analysis of variance tests.Results: Although the participating teachers had high access to computers and the internet and believed in their effect, they rarely used this technology in practice. There was no difference between the teachers’ educational level, sex, and age in using electronic learning.Conclusion: Although the participants believed that electronic learning is more effective than the traditional method, they rarely used this technology. This could be related to the managers’ attitude towards teachers because managers do not pay much attention to using electronic learning resources. We suggest giving higher credibility to electronic learning at schools and organizing in-service training courses for teachers regarding electronic learning.

Introduction: Electronic education system using advanced and varied technology tries to improve quality of teaching-learning process. This research aimed to design and implement the new electronic teaching system in histology courses (theoretical and practical) at the Isfahan University of Medical Sciences. Methods: This action research was conducted in department of anatomy and molecular biology on medical students who were studying histology (theoretical and practical) in 2010-2011. Required hardware and software for electronic teaching was provided. All related instructors (8) and some students were interviewed for evaluating this process. Data were analyzed using conventional content analysis. Results: The new electronic system for teaching histology courses (theoretical and practical) was designed and implemented for medical students of basic sciences. Data analysis showed improvement in teaching- learning process. Conclusion: Electronic teaching system as a new mechanism that integrates various learning and teaching methods can lead to more students and teachers’ satisfaction. It can provide flexibility in learning, and using advantages of both methods (e-learning and education system). Therefore, it increases learning. It is suggested as an effective education method in all Universities of Medical Sciences.

Software methods that enable navigation of radiology cases on various digital platforms differ between handheld devices and desktop computers. This has resulted in poor compatibility of online radiology teaching files across mobile smartphones, tablets, and desktop computers. A standardized, platform-independent, or 'agnostic' approach for presenting online radiology content was produced in this work by leveraging modern hypertext markup language (HTML) and JavaScript web software technology. We describe the design and evaluation of this software, demonstrate its use across multiple viewing platforms, and make it publicly available as a model for future development efforts. [ABSTRACT FROM AUTHOR]

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The article discusses the Computer Based Instruction (CBI) as the pedagogical strategy in teaching electronics at undergraduate level in telecommunications and electronics engineering studies. It also presents commentaries regarding association among the pedagogical theory and strategy and trends in electronics and CBI process. Furthermore, suggestions on how to face the challenges in electronic teaching is also provided.