Creation in space and perception of spatial relations are important workplace skills that can be successfully developed in public education through the cooperation of art education, mathematics, and technology, the STEAM model that has been successfully employed in higher education. In a longitudinal school-based experiment, we enhanced the spatial skills of preadolescents through a STEAM-based educational programme. To design our methods of intervention in mathematics, visual arts, and information technology, we used the structure of spatial skills identified in previous studies. Developmental methods involved two- and three-dimensional visualisation tasks in real-life and virtual learning environments. We employed a pre- and post-hoc assessment design using a spatial ability task sequence standardised in Hungary that proved to be valid for assessing Slovak students as well. Authentic assessment tasks included real-life situations when visualisations of spatial relations were used for orientation and creation. Pre-test results showed significant differences between school classes: we identified high achievers and middle-to-low achievers. Our developmental programme was aimed at personalised talent development in the high-achieving classes and the general improvement of the performance of low achievers, raising insufficient pre-test results to an average post-test performance.

Some decades ago there were only some dozens of students in the lecture rooms therefore professors usually knew them personally. Today the number of students following a lecture is several hundred and some of them are not even on the spot, so teaching has become more and more impersonal. In the same time everybody is surrounded by smart mobile devices which offer an immediate communication tool. Our aim was to design a real-time integrated tool which is able to provide a bidirectional communication possibility between the professor and the students during the lectures. This communication brings a refreshing interactivity to the auditoria and helps to keep the interest level high and gives a better learning efficiency.

Contemporary modern pupil / student / undergraduate generations' learning / education needs require the accessibility of more effective knowledge acquisition. Meeting these demands is up to teachers. One of the options is the use of interactive whiteboards and interactive teaching materials. The use of the latter is possible within the frameworks of a lesson but may also be used outside school for those seeking learning. We need to have interactive teaching and this changing role of education is necessary in the implementation of multimedia technologies and in the education and training of a technologically-savvy generation of youth. This paper is related to an ongoing project, in which we deal with interactivity in teaching materials, primarily from a methodological point of view, but it also discusses the principles of the proper creation of interactive curriculum. The results of the project will also include a textbook that will help teachers in creating interactive teaching materials.

During the last decades we have been witnesses of a very rapid technical revolution. Today we are surrounded by smart devices (smart phones, smart TVs, smart houses, smart cars) that have radically transformed our daily life as well. Learning methods and information gathering techniques of the youth has become quite different from that of their parents'. Lecturers have to change their educational tools due to this new need to be able to achieve students' attention and produce a better result. We worked on a bilateral Hungarian-Slovakian tender (TéT_12_SK) which dealt with teaching mobile development and using them in education. In this paper we would like to present our work.

We are trying to point out new methods of education by means of mobile technologies and smart devices. The results of questionnaire exploration at the participating universities were analyzed from the point of view of student used mobile technologies, where we compared the mode of using mobile technologies among universities in Hungary and Slovakia. We are thinking about study field of Information science, Natural Science, Arts and Social sciences. We think about types of mobile devices according to type of operation system supplied by the vendor. Based on cluster analysis and principal component analysis (PCA), we evaluate correlations among particular components of using mobile technologies by students in order to improve knowledge in education. We consider the mobile technologies as information channels, which brings knowledge to students. The aim of our research is evaluation of particular data and finding rules between components of using mobile technology by students and mapping the performance. And more, our aim is to give recommendations for appropriate combination of information channels mostly used by students of participated universities, running fields of study and mobile technologies used by students. In our paper we talk about Interactive Voting through Mobile Device as recent and interesting way of using mobile technologies.