This paper focus on the construction of general pedagogical guidelines for the design of Educational Digital Storytelling Environments (EDSE) based on a specific evaluation model, named the DS 'Pedagogical Evaluation Star'. DS 'Pedagogical Evaluation Star' is based on modern social and constructivist views of learning and is consisted of sixteen pedagogical dimensions, namely: collaborative lea...

In most cases, the traditional Web-based learning management systems (e.g. Moodle, Blackboard) have been designed without any built-in support for a preferred pedagogical model or approach. The proponents of such systems have claimed that this kind of inherent "pedagogical neutrality" is a desirable characteristic for a LMS, as it allows teachers to implement various pedagogical approaches. Thi...

In this paper, we examine the semantic aspects of e-learning from both pedagogical and technological points of view. We suggest that if semantics are to fulfil their potential in the learning domain then a paradigm shift in perspective is necessary, from information-based content delivery to knowledge-based collaborative learning services. We propose a semantics driven Knowledge Life Cycle that...

This paper describes how a frame has been used to articulate the intentions of a preservice chemistry education course to students of that course. The frame, which draws on appropriate knowledge bases for teachers of science, is also used through the teaching of the course as a diagnostic and development tool to assist the learning of these preservice teachers. However, the success of using suc...

Through the use of technology in classroom, teachers can improve their ability to deliver effective and relevant content. Teachers should be more prepared apply this ensure that students will have fun a high interest continuing learn era globalization which is based on these information communication elements classroom during teaching facilitation process. Thus, study was identify relationship ...

According to Teacher Education Curriculum Development Document (TECDD) of Farhangiyan University, teacher professional competencies include Content Knowledge (CK), Pedagogical Knowledge (PK), Pedagogical Content Knowledge (PCK) and General Knowledge (GK). Of these competencies, CK and PCK are specific to teachers of each major while PK and GK are common among all majors. This study was an attem...

Adopting a mixed-method research design, this exploratory study examined the effectiveness of smartphone-based, AR artifact creation and other mobile collaborative learning activities in reinforcing the technological pedagogical content knowledge (TPACK) of teacher education students. The study indicated that mobile AR artifact creation with peer discussion tended to better promote the componen...

The role of teachers in affecting students’ attitudes and motivations to language learning and teaching cannot be denied. To improve the field of foreign language teaching and learning we need to improve the qualities of EFL teachers. To achieve this goal, recognizing and identifying the qualities of effective EFL teachers is essential. So this study attempted to investigate the view points of ...