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In the conventional classroom, many obstacles hinder interaction between an instructor and students, such as limited class hours, fixed seating, and inadequate time for meetings after class. This work develops a novel multimedia mobile classroom feedback system (MMCFS) that instantly displays students' responses, such as class-related questions or answers to questions on a quiz, on the instructor's computer. This system reinforces interaction between instructors and students and improves learning efficiency. Its features are as follows: 1) automatic attendance checking; 2) in-class real-time evaluation; 3) improved willingness of students to raise questions; 4) immediate grade enquiring; 5) cross-platform functionality; 6) a virtual mobile classroom; 7) data integrity; 8) low construction cost; 9) group learning; and 10) learning process recording. This system uses a client-server and three-tiered architecture models as its framework. When a class is in progress, the instructor only requires a notebook computer with a web browser, while students need a mobile phone or equivalent mobile devices with built-in Java Platform, Micro Edition (J2ME) and wireless support. A web server and the rear-end database can be located outside the classroom when network connections are available. Attendance checking, conducting quizzes, instant question inquiring, and grade inquiring are the four primary functions of the system. A questionnaire is applied to evaluate system's interactivity, mobility, and functionality. The 105 subjects comprised two classes of undergraduate students. The questionnaire addresses interactivity, mobility, and functionality. Its purpose was to compare the proposed system and the interactive response system (IRS). Experimental results show that the proposed system has superior interactivity, mobility, and functionality.

With the rapid advancement of information technology, online education based on big data and artificial intelligence is a hot research topic in education. This study focuses on applying big data and AI in online vocal wisdom classes to enhance personalized teaching and effectiveness. It aims to address issues in traditional vocal education like lack of personalized guidance and poor outcomes. The research proposes an intelligent learning system for vocal education, featuring modules for data collection, analysis, and intelligent recommendations. Functions include personalized learning paths, teaching assistance, real-time feedback, and assessment. Experiments show significant improvements in student outcomes and satisfaction. This innovative approach contributes to enhancing vocal education through personalized and intelligent teaching, offering valuable insights for future education development. Online vocal wisdom classrooms leveraging big data and AI represent a crucial direction with broad application prospects.

Education is a basic human right. In pursuit of this right, governments in developing countries and their donors often invest scarce resources in educational initiatives that are sometimes not sustainable. This paper addresses the problem of selecting a sustainable learning technology intervention (LTI) for a typical developing country. By solving this problem, more sustainable LTIs can be selected for implementation; this will in turn improve the efficiency with which limited resources are utilised, thereby allowing greater access to education for all. The paper introduces a unique decision framework for project selection by combining ＂soft＂ and ＂hard＂ decision analysis techniques. The selection problem is modelled as a multi-criteria decision-making (MCDM) problem and a combination of the Future Search Conference technique and the Analytic Network Process (ANP) is used to develop a decision tool for selecting the most sustainable LTI for a developing country. Our analysis revealed that of the nine LTIs considered, school on wheels was the most sustainable LTI in the collective opinion of all the experts involved in this study.

A investigação é uma abordagem bibliográfica em perspectiva hermenêutica reconstrutiva. Tematicamente ocupa-se com proposta educacional de John Dewey e seu princípio pedagógico da democracia como forma de vida. A reconstrução, baseada nas investigações de Jürgen Oelkers, persegue as razões pelas quais a concepção de uma pedagogia democrática emerge no contexto americano do novo mundo. O que se pode constatar ao observar os processos históricos e de constituição da sociedade americana, é que os diferentes grupos e organizações sociais, buscavam modelos de vida comuniais solidários e de cooperação social, configurando um ambiente propício à emergência duma esfera pública favorável a emergência de propostas educacionais democráticas.

Purpose The teaching of cooking is an important aspect of school-based efforts to promote healthy diets among children, and is frequently done by external agencies. Within a limited evidence base relating to cooking interventions in schools, there are important questions about how interventions are integrated within school settings. The purpose of this paper is to examine how a mobile classroom (Cooking Bus) sought to strengthen connections between schools and cooking, and drawing on the concept of the sociotechnical network, theorise the interactions between the Bus and school contexts. Design/methodology/approach Methods comprised a postal questionnaire to 76 schools which had received a Bus visit, and case studies of the Bus’ work in five schools, including a range of school sizes and urban/rural locations. Case studies comprised observation of Cooking Bus sessions, and interviews with school staff. Findings The Cooking Bus forged connections with schools through aligning intervention and schools’ goals, focussing on pupils’ cooking skills, training teachers and contributing to schools’ existing cooking-related activities. The Bus expanded its sociotechnical network through post-visit integration of cooking activities within schools, particularly teachers’ use of intervention cooking kits. Research limitations/implications The paper highlights the need for research on the long-term impacts of school cooking interventions, and better understanding of the interaction between interventions and school contexts. Originality/value This paper adds to the limited evidence base on school-based cooking interventions by theorising how cooking interventions relate to school settings, and how they may achieve integration.

School desegregation in Chicago was derived from the implementation of the 1964 Civil Rights Act. This article follows the formation of this policy to its implementation in Chicago. First, the federal government used the Civil Rights Act to garner school desegregation. Then, the Chicago Board of Education created desegregation plans for Chicago Public Schools which included school choice options. Finally, the article uses the oral histories of 68 graduates of three Chicago public high schools to demonstrate how the policy was utilized. The entire process reveals the continuation of institutional racism as school desegregation in Chicago was effectively limited as only a few Black and Latino students benefited from school desegregation.

Science, Technology, Engineering and Math (STEM) education is one of the most discussed topics among educators today. The current high-tech world requires more scientists and engineers than ever before. Although many strategies have been introduced to motivate students to enter technical fields, additional approaches are needed to continue to attract students. In this paper, the Joint School of Nanoscience and Nanoengineering (JSNN) STEM Outreach Program is described. JSNN uses university resources to promote hands-on STEM demonstrations utilizing both in-house and mobile assets. The in-house program uses an annual open house event (\"Gateway to Science\") as well as facility tours and STEM videos and for students who are unable to attend an open house, such as Gateway to Science, or take part in a field trip to visit the JSNN facility, \"hands-on\" science and engineering demonstrations are brought to their schools to encourage a greater focus on STEM disciplines. The part of the JSNN STEM outreach program that visits schools is the Mobile Nanotechnology Education Laboratory, a.k.a. \"the Nanobus\". The considerations for designing these outreach programs and student responses have been analyzed. The analysis provides insights for continuous improvement to keep the programs vibrant and interesting.

This study follows the implementation of an iPad Initiative program at a university in the midsouth region of the United States. Freshmen students enrolled in a First Year Experience (FYE) course within the College of Nursing and Health Professions (CNHP) were surveyed regarding iPad use and curriculum implementation. Research questions included which apps are most popular for personal and school related use, which courses most commonly use the iPad, and whether students are satisfied with the current level of iPad integration within the curriculum.

Supporting students with effective and sustainable self-regulated learning in mobile technology-enhanced learning environments has become increasingly crucial. This study investigated the effects of metacognitive scaffolding (MS) and inner speech on students’ metacognition and self-regulatory efficacy in mobile technology-enhanced interactive classrooms. A total of 161 eighth-grade students participated in this experiment, and four different conditions (social-and-individual MS, social MS, individual MS, and non-MS support) were randomly assigned to the four groups. The research findings suggested that while groups with MS support significantly promoted students’ metacognition and self-regulatory efficacy compared with the non-scaffolding group, there were no significant differences observed among the three experimental groups. Inner speech could moderate the effect of MS. For students with high-level inner speech, the groups that received MS support outperformed the non-scaffolding group; the group receiving both social and individual MS did not show a synergistic effect; and no significant differences were found between the social MS group and the individual MS group. Notably, for students with low-level inner speech, the social MS group showed a significantly higher level of metacognition than the individual MS group; however, across all groups, differences in self-regulatory efficacy were not significant. The study offers important insights regarding the MS implications in mobile technology-enriched learning environment.  

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