Mobile Technology to Support the Interactive Classroom

Mobile Technology to Support the Interactive Classroom

Habib M. Fardoun (Information Systems Department, King Abdulaziz University (KAU), Jeddah, Saudi Arabia) and Hachem Awada (Educational Technology Department, Faculty of Education, Lebanese University (LU), Beirut, Lebanon)
DOI: 10.4018/IJWLTT.2017100104
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At the current classrooms, teachers continue using traditional techniques for monitoring the class. However, there are more participation of mobile devices, and concretely, the tablets. In addition, the network access by both students and teachers in daily life is something usual and a routine work. For this reason, the authors propose the introduction at the classes of a system whose target is to facilitate teacher's labour in the common tasks that are done over the class session. Thus, through a mobile application and a centralized platform of students' data, the authors obtain an interactive and modern system that facilitates teacher's labour.
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2. Architecture

The whole system is composed by a mobile application mainly (although it is also possible to access through a personal computer) that accesses to the Cloud platform by mean of Internet (Masud & Huang, 2012; Xiao & Wang, 2011). At the Figure 1 we can see this architecture that even being simple, it is very useful for the functions that we require of it.

Figure 1.



Once the system is started, it takes the information stored at the Cloud to show the actualized data of the students. In case of to exist any deficiency in the network because of any motive out of the usual use, every change produced is stored internally for a posterior actualization on the server. Thus, the application continues running and the user doesn’t notice any difference on it. We have to take into consideration that the application, which runs into this architecture, has been designed for the user, in only a glance, can see the as much information as possible and to locate the required content in lesser time (Fardoun, Alghazzawi, & González, 2013).

In the above architecture we describe the services needed to operate a system of this type, as we can see in the Figure 1 above has the services needed to realize the preparation of the work session and the output of information are covered by this architecture from defined in other research services.

In Figure 1 we can see the blue cloud called cSchool (Fardoun, Ciprés, & Alghazzawi, 2012), this component provides services that allow the development of the daily work of the teacher:

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