II. Industry References
III. Current Curriculum and Instructional Focus Areas
(In PDF Version Links will forward you to YouTube)
a. Coding and Web Lesson Videos
b. Web Presentation Videos
c. Online Tutorials/Modules
d. Web Based Rubrics
e. Authentic Learning Projects
f. Integration of New Technologies
g. Google Docs Integration for forms, surveys and synchronous learning
IV. Consultations and Staff Training
a. Mobile Application Development
- Bunker Hill
b. Winchester Public Schools Curriculum
- Web Design
c. E-Learning Platforms
- Moodie Blackboard
- Pearson MYITLab (Currently Using at BHCC in CIT 101 &110 Courses)
d. Community Clients
V. Media Coverage
a. The Journal
b. The Patch
VI. Education Technology Portfolio
a. Student Class Work
- CSS (Dreamweaver)
- Flash (Animation)
- Presentations (PowerPoint & Prezi)
b. Technology Based
c. Graphics Projects
- Sports Marketing
- Web Design
VI.Talks & Presentations
c. MassCUE Leadership
d. Boston Tech Forum
VII. Technology Skills
- Adobe Software
- Suite (Premiere Illustrator)
- Microsoft Office Suite
Daniel M. Downs
5 South Pine Street
Bradford, MA 01835
2013 Argosy University - Sarasota, Sarasota, FL Ed.D
Instructional Leadership-Educational Technology
2006 Endicott College Beverly, MA - Masters of Education
2004 Tufts University Medford, MA - Bachelors of Fine Arts
Project Based Leaning and Constructivist approaches with multimedia/technology
classroom instruction. Mobile and personalized learning strategies.
Massachusetts Department of Education:
Non-Core Director Certification
Teacher of Art, Grades 5-12
Instructional Technologist (Pending Processing)
Northern Essex Community College, Haverhill, Massachusetts
Art Department December 2012 - Present
GRA 202 Animation
An introduction to Computer Animation with specific projects to be completed on the
Macintosh computer. The main focus will be on mastering the terms and tools used in
computer animation in order to design, illustrate and edit final animation clips.
Bunker Hill Community College, Charlestown, Massachusetts
Department of Computer Information Technology
Adjunct Professor December 2011 – Present
CIT 101 Computer Essentials
CIT 110 Computer Applications and Concepts
CIT 537 Developing Mobile Applications for Android and iPhone
Responsible for instruction of computer courses using in class instruction and Pearson E-
Learning platform to teach students with a wide range of computer literacy. Courses also
included lecture and lab time for student projects and skill development.
Winchester High School, Winchester, Massachusetts
Department of Educational Technology
Computer Education Teacher August 2008 – Present
Web Design I&II
Courses which introduce and develop students abilities to make websites using
use Adobe Photoshop, Dreamweaver, Illustrator and Flash.
Developing Mobile Applications
Course enabling students to learn how to design, develop and test mobile
applications on the IOS and Android devices.
Business course introducing students to marketing concepts using the context of
the world of sports. Students investigate how to develop their own product and
develop a plan for real world marketing opportunities using the web, social media
Courses teaching the basics of computer animation, movement and Adobe Flash
software. Students create a portfolio of videos which show their abilities to tell
stories, create graphics and create realistic movement.
Haverhill High School, Haverhill, Massachusetts
Fine Arts Department
Art Teacher August 2007 – July 2008
Using Adobe Photoshop and project assignments students create idea driven
portfolio based on business concepts and skill lessons. Students
Basic art courses for elective art credit. Focus on art & design principals and
introduction to variety of media.
Introductory photography class with overview of camera functions and
aesthetics. Course also covers darkroom printing techniques and aesthetic
Haverhill Public Schools, Haverhill, Massachusetts
Department of Special Education
Itinerant Art Teacher August 2006 – July 2007
Special Needs Art Classes (K-8)
Provided art classes for all Special Education students K-8 in the district.
Services were for a variety of disability levels and required instruction using
tactile, kinesthetic and visual lessons. Travel required going to 8 different
Curriculum Development for Bunker Hill Community College-Certificate in Mobile
Chosen to write curriculum for Certificate in Mobile Development program at institution.
Currently includes two separate tracks (IOS & Android) in a total of 6 courses.
Technology Curriculum Development Consultation Springfield Public Schools
Provided a week long training and curriculum development in mobile application
curriculum for staff of the Technology Department of the Springfield Public Schools.
Technology Curriculum Consultation –St. Thomas Aquinas High School Dover, NH
Met with Technology leadership team and helped them develop strategies for integrating
mobile applications into their curriculum.
GRADUATE LEVEL TEACHING & CURRICULUM DEVELOPMENT:
Developing a Mobile Applications Curriculum for Educators Endicott College 2012
Course aimed at teachers to help them integrate mobile develop into their technology
curriculum. Course covers a variety of projects and strategies for app design and
development for teachers.
Digital Photography for Teachers Endicott College 2008
Digital photography course to help teachers integrate digital images into lessons and
curriculum. Strategies for helping teachers to manage a variety of image editing programs
such as Adobe Photoshop and Picasa is also part of the course.
MassCUE Leadership Training for Technology Directors January 2012
A three day intensive leadership training covering the aspects of network management,
technology curriculum and leadership strategies for leaders in technology.
Articles Under Review or In Preparation:
Doctoral student with proposal successfully defended.
Dissertation research examines the connections students make in curriculums using
technology and multimedia software.
“Teachers Guide to Developing Mobile Apps”
A teacher’s curriculum and instructional guide to implementing a mobile applications
curriculum. Manual developed as part of National Science Foundation Grant and Boston
Area Technology Education Collaborative (BATEC).
Linux Northeast March 2013
Presenting “Benefits of Linux for Android Development”
Harvard University, Cambridge, Massachusetts
Boston Tech Forum April 2012
Led educator roundtable on the topic “Students Developing Mobile Applications”
EDCO Learning Collaborative February 2012
Mobile application curriculum strategies for Instructional
Technologists from around the state.
Bunker Hill Community College Summer Career Days July 2012
Presented on Employability Skills & Mobile Development
MassCUE Conference 2011 & 2012
“Developing a Mobile Applications Curriculum Workshop”
Gillette Stadium Foxborough, Massachusetts
MassCUE Leadership Conference March 2012
“Leadership Strategies with Mobile Curriculum”
Holy Cross College Worcester, Massachusetts
Doctoral Research Project Based Learning Curriculum with Multimedia 2008-Current
Developed “Mobile Application Curriculum using Flash CS 5.5” 2011-2012
A curriculum using Adobe Flash software to design and create mobile applications.
Awards and Honors:
Teacher/Staff Tribute 2008/2009 The Winchester Foundation for Educational Excellence
Celebrating Innovation & Excellence
Teacher/Staff Tribute 2010/2012 The Winchester Foundation for Educational Excellence
Celebrating Innovation & Excellence
Professional Service Activities:
Club Advisor for Harvard Model Congress and Sachem Stock Exchange
Head Coach Varsity Ultimate Frisbee Team
Member of "Focus On the Future" District Steering Committee
Member of District Curriculum & Technology Team (DCATT)
Webmaster for district website (maintained teacher and administrative web pages)
BATEC (Boston Area Technology Education Collaborative)
Member MassCUE (Massachusetts Computer Using Educators)
Bunker Hill Community College
Winchester Public Schools
Educational Technology Department
154 Horn Pond Brook Road
Winchester, MA 01890
To Whom It May Concern
I am pleased to be able to write a letter of recommendation for Daniel Downs. During his tenure
of teaching at Winchester High School, Daniel has been the lead teacher in the Computer
Education Department at the high school for four years.
During Daniel’s teaching experience, he has shown leadership in the areas of curriculum
development and innovative practices with technology. Daniel is highly motivated to learn as
much as he can and to transfer his learning into practice in the classroom. He frequently put in
long hours to develop lessons which created transformative learning experiences for his students.
He consistently collaborates with other members of his department on school based technology
initiatives and leads with consistent best practices.
On many occasions during my evaluations of Daniel, I have seen his ability to
motivate students with a multifaceted understanding of the learning needs of the 21st century
student. He is always interested in the relevance of his curriculum to the ever advancing changes
in technology. One highlight was his development of a curriculum for a mobile app course for
the high school which received state and national attention. Daniel properly addresses what
students want to learn and makes it happen across his courses.
Daniel has also shown leadership skills in presenting his curriculum work. At the MassCUE
Technology and Leadership Conferences, Daniel co-presented with his students an interactive
presentation to teachers and administrators throughout the state. The presentation was well
received by directors and administrators statewide. Daniel has also recently completed the
MassCUE Technology Leadership training for technology directors with Future Management
Systems. During this training, he has honed his leadership skills in the areas of communication,
collaboration, goal setting and addressing barriers. Each time I met with Daniel after his
sessions, he was energized and motivated to take action.
In summary, Daniel has displayed the qualities that make a leader successful. He is a dependable
and motivated leader in our department. Daniel is also in tune with the needs of those around
him. He works well with colleagues and administration and is able to learn from those around
him. I highly recommend him for a leadership capacity.
Director of Educational Technology
Winchester Public Schools
P.O. Box 1410
195 State Street
T H E P U B L I C S C H O O L S of S P R I N G F I E L D, M A S S A C H U S E T T S
Deborah K. Teale Gendreau Ph. D.
Director of Technology
Voice (413) 787-6605
Fax (413) 787-7211
October 31, 2012
To whom it may concern:
I am writing this letter of recommendation for Daniel Downs, who has provided professional
development for the Springfield Public Schools teacher in Mobile App Development. He worked
with hybrid model of 4 teachers and 4 student over the summer teaching them how to create mobile
apps (android). All participants successfully, in one week, create 2 mobile apps. During the school
year, those eight folks will pilot mobile app development in the classroom setting and then write the
curriculum for a new course. SPS is seeking a funding source to have Dan come back and support
staff as they write the curriculum for School Committee approval.
He would an excellent candidate for any program, where he is providing adults with professional
development. Please feel free to contact me with any further questions.
Dr. Deborah K. Teale Gendreau
Dr. Deborah K. Teale Gendreau
Jennifer & Vanessa's HTML
Gerald & Doug's HTML
Half Chaps Marekting Plan
Banner Photoshop Lesson
Web Based Rubric
Aligned Web Based Lessons
Mobile Apps Presentation
Authentic Learning Projects
Integrating New Technologies
Sharing Traditional Tools
PBL Research Outline
Current Dissertation Writing
Fun Learning Tools
Click Here To See Josh & James Media Literacy App
Click Here To See Ms. Cardona's App Project
Click Here To See Julia's Cool Drawing App!
Click Here To See Jackie & Her Daughters Soccer App!
Click Here To See Project Portfolios
Click Here To See Apps On The Play Market
Click Here To See The Final Result Deployed To An Android Phone!
Click Here For A Video Of The Student Experience!
5/8/13 High School Class Gives New Meaning to Learning Apps -- THE Journal
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Learning Apps | Feature
High School Class Gives New Meaning to Learning Apps
One high school class engages students with mobile app development.
By Stephen Noonoo 12/05/11
In Daniel Downs' new computer science class at Winchester High School in Massachusetts,
students aren't using mobile apps to learn so much as they're learning to create them. Earlier this
year, Downs, a technology teacher at the school, developed a course that lets students design
their own Android apps from the ground up, even if they have no development experience.
Already in its second semester, Downs' students have created more than two-dozen children's
games and storytelling apps for their Motorola Xoom tablets, with names like Healthy Helper, The
Adventures of Piggly Wiggly, and Spooky Shapes. This term, the students are working on a group
project to design and build an app for the school.
"Kids are immediately attracted to mobile technology," Downs said. "I thought it would be great if I
could develop a course that would take advantage of this interest they have and at the same time
connect it to software that a majority of students could actually be interested in learning."
Downs modeled the class to meet the objectives set forth in Standard 3 of the Massachusetts
Technology Literacy Standards and Expectations, a publication that defines what the state's K-12
students should know in order to use technology for learning. The standard Downs chose requires
students to be able to "use technology for research, critical thinking, problem solving, decision
making, communication, collaboration, creativity, and innovation"--all skills covered by the course.
Where other computer science courses might bog students down in code-heavy assignments,
that high schoolers wouldn't find the rigors of learning a complex programming language engaging.
Instead, Downs introduces students to Adobe Flash CS 5.5 and Photoshop. He also uses Action
Script 3.0, a scripting language used by Flash, which Downs likes because students can easily
test what they're building as they go along.
"They're learning code systems and how languages are set up, but at the same time they're
gaining benefits by testing out what they create on their device faster than if they had to learn an
entire programming language," he said. "For the student who isn't necessarily the typical code
genius, this is a very practical way to develop mobile apps."
In fact, much of the course was designed with the idea of keeping students engaged throughout the
development process. Downs chose to work with the Android OS instead of Apple's popular iOS, in
part, because of the system's openness, especially in accepting new apps. "There are certain
limitations in developing iPhone apps," he said. "I thought choosing Android was a much more
straight and direct way of doing it. I wanted it to be a smooth transition and I wanted that instant
A Curriculum that Resonates
The main challenge has been getting each student--from the novice to the advanced programmer--
on the same level with each piece of software. After tutorials on Flash, Action Script Code, and
Photoshop, Downs has students create simple apps using either self-generated or royalty-free
graphics. Then he introduces the class to more advanced concepts--like creating pinch and zoom
functionality, slideshows, and how to use the tablet's internal accelerometer--a process he said
gives students a good sense of where their strengths and weaknesses lie.
To create an app for their high school, this semester's students are experimenting with project-
based learning in groups. After three to four weeks of skill acquisition, Downs split students into
groups and assigned them duties based on their interests and abilities, allowing them to
experiment with roles like information architect, graphic designer, and bug tester.
Students are "going to have to think critically about whether this is a role they want to take on or
not," Downs said. "I'm trying to get it so that students understand the roles they're taking on as
they develop an app for the group."
The result, Downs said, is a curriculum that resonates with students and keeps them learning.
"The main thing that I really want them to gain is that they can actually develop something that has
a real world application," he said.
"A lot of students take classes in bubbles--they create Photoshop graphics that are maybe in an
art show or shown somewhere else, or they put them on a website, but the majority of work done
in computer science classes does not always make it out to the public," he said. "This is a chance
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for them to showcase their work in a broader way. I want them to feel that if they have an idea that
they're only a few steps away from acquiring the knowledge to be able to make that idea a
About the Author
Stephen Noonoo is associate editor of THE Journal. He is on Twitter @stephenoonoo.
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5/8/13 Winchester High School’s New Course: “Designing Applications (Apps) for Androids” - Winchester, MA Patch
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By Daniel Marra Email the author November 27, 2011
The following was submitted by Annette Voorhes
Have you ever wondered how our Winchester High School students will be involved in the future of mobile devices? Well, in the new WHS course,
Designing Applications (Apps) for Androids” that future is happening now. (Android devices are internet-connected cell phones and tablet computers
similar to the Iphone and Ipad; but currently have fewer design and publishing restrictions, and therefore are better educational tools for this course).
Four-year WHS Technology Teacher Daniel Downs, realized that the future of technology is moving toward mobile devices. He has created a
curriculum that challenges the students in the design, implementation, and testing process using tools chosen for their superior interactive educational
value. These tools such as Adobe Flash CS5 and Accelerometer programs, allow the students to achieve an unusual classroom success---the success
of being able to design, implement, test, and immediately use their designs on technology already part of daily life.
These tools are part of “hypermedia” as opposed to “multimedia”. Hypermedia is far more interactive and therefore far more absorbing to students.
Because Mr. Downs's curriculum and tools stress relevance in students' daily life, there is enormous productivity in the classroom..
The Designing Applications for Androids class, in two months, has designed and published 32 original Children’s Games. These games include:
Healthy Helper, The Adventures of Piggly Wiggly, Spooky Shapes, Build a Buddy (bear), and many more. These are all currently published on the
class’s tablet computers. Currently students are designing Apps to potentially replace the school’s paper agenda planners.
Student Sean Cronin demonstrated how his App would allow WHS students to type in their homework under digital touch-sensitive buttons connected to
each teacher’s website. AJ Kurban and Sam Hall are designing an agenda planner app that allows users to alternatively enter the homework in
themselves. Diane Tam’s Agenda Planner App listed whs clubs, sports, and at the end of the function list, had a great Countdown to Summer!
Soon, students will conduct a survey of the entire WHS community’s mobile device application needs. Then, they will design apps to satisfy these
needs. In one semester, students will have learned to design, implement, test, survey, and design for others.
Outside of the classroom, students Rameel Rana and Ryan Murphy accompanied Mr. Downs recently to the Mass Cue Conference (in Technology
In order to assure other educators about the ease of use for Flash cs5, Java, Phone Gap, and Google App Inventor tools, they demonstrated skill-
based lessons in: “button input fields”, the “accelerometer” (hardware enabling to movement of an object responding to tipping the device), creating
Winchester High School’s New Course: “Designing
Applications (Apps) for Androids”
Winchester High School class takes advantage of technology.
Related Topics: Android, Apps, High School, android app, and high school courses
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● Learn techniques for information acrhitecture and design for user interactions of mobile
● Provide Review of current technologies to bring mobile technology into your clasroom
● Learning how to use and read actionscript code and snippets to create mobile applications
● Gain understanding of ways to create Mobile Applications within the Adobe Flash CS5.5
● Proper curriculum design for integrating app design into the classroom.
● Strategies for project based learning experiences and assessment
● Strategies for connecting the Massachusetts Technology Standards to your projects.
● Survey of available tools for app development in the classroom
● Portfolio of app creation upon leaving course showcasing learned skills
● Knowledge of current trending mobile software,hardware,devices and how they can be
integrated into the classroom across levels.
Main Curriculum Content/Themes
● Mobile Technology Classroom integration
● Android,Iphone and Ipad Platforms and Devices
● Flash CS5.5 software
● User Interaction Design
● Tablet/Touch Technology
● Curriculum for App Development
● Project Based Learning
● 21st Century Skills
● Actionscript 3.0,Java for Android
● Group Learning Theories
● API(GPS, pinch and zoom, touch events, scrollable fieds, accelerometer) integration.
● Integrating Massachusetts Technology Standards with Mobile technology Development.
1. Hands on Class Presentations
Students will be presented example of mobile applications and tutorials created in the classroom
which will help them envision how they can integrate mobile technology into their curriculum.
Students will be shown Powerpoint Presentations,Videos of Student Work,Video Tutorials and
have hands on experiences with tablet technology and devices.
2.In class tutorials
Students will create basic graphics in Photoshop for their Mobile Application Designs.
Students will work through video tutorials with the instructor which will build their applications
in Flash CS5.5 software.
3.Students will work in groups and individually in the development of their Mobile Applications.
They will be provided tools for designing,developing and testing their Mobile Applications.
4.Example Lesson plans created in the course will be presented at the end of the course which
will reflect knowledge gained in the course.
5. Students will be presented with opportunities to test and play with tablet technology during the
Assignment 1:Designing the Mobile Experience
Developing an Information Architecture(Lecture and planning activities)
Design Considerations for Buttons,Graphics and Layout(Lecture and Planning Activities)
Assignment 2:Creating your first basic application
Classroom App(Idea development and layout design for personal app)
Creating Pages Tutorial(Video Tutorial,2 hours in total work time)
Packaging and Exporting the APK(Lecture,tutorial and lesson activity)
Installing On A Device(Lecture,tutorial and Lesson Activity)
Assignment 3:Learning API Technology
Introductory Lecture followed by 3 tutorials(1 hour each)
Assignment 4:Exploring App Creation Tools
Lecture and Group Discussion
Assignment 5:Curriculum Strategies with Mobile Applications
Classroom Plan for Group Learning/Project Based Approaches
Means of Assessment Evidence of Student Learning
based on the criteria established
Have understanding of
concepts of constantly
of mobile technology
Applications of Skills in Class
Learn techniques for
and design for user
interactions of mobile
Group Activities,Presentations Planning Sheets,Integration into
Provide Review of
current technologies to
bring mobile technology
into your clasroom
Lesson Plan integration,
Completion of In class Tutorials
using hardware and software
Learning how to use and
read actionscript code
and snippets to create
Integration of code into class
Gain understanding of
ways to create Mobile
the Adobe Flash CS5.5
design for integrating
app design into the
Final Lesson Design
Strategies for project
Final Lesson Design
to your projects.
Final Lesson Design
Survey of available tools
for app development in
Final Lesson Design
Portfolio of app creation
upon leaving course
Final Lesson Design
Knowledge of current
ices and how they can
be integrated into the
classroom across levels.
Final Lesson Plan,Creation of
Final Grading Criteria:
A : The student demonstrates all required competencies and class attendance at an exemplary level at the
times specified by the instructor. A (93-100)% A- (90-92)%
B : The student demonstrates all required competencies and class attendance at expected
Graduate level standards. B+(87-89)% B (83-86)% B-(80-82)%
C . The student demonstrates required competencies and attendance at satisfactory level. Below 80% C
A grade below C is considered a failing grade (C- or below).
Outside of Classroom Group Meeting Hours Documentation Requirement
Each student is in class for 24 hours for each course. Each student is required to document (on the
attached log) the remaining 24 hours (at least) of outside of classroom work. This documentation shall
be signed by each student and submitted to the professor at the last session of the course. The professor
is required to submit these documentations with the grade sheet to the Van Loan Graduate School.
Please note that the Outside of Classroom Group Meeting Hours Documentation is required for course
Class attendance is essential for success in this course. Please be prompt to class, as we have a very tight
schedule. If an emergency arises please call me as soon as possible. You are responsible for what is
missed in class. Please keep in mind that missing even 1 class is a substantial amount of the course.
Your grade will reflect your attendance, your class participation and your hard work on the assignments.
Here are the criteria utilized:
Attendance and class participation--Full and on-time attendance is expected. Endicott College
defines excused absences as those situations of illness, crisis or situations entirely beyond the student's
control. Make-up assignments will be provided for students who need to make up missed class time, and
in the case of excused absences, a full grade for participation will be possible upon their completion.
Full, focused, respectful and active participation in all large and small group activities and
discussions, including being an actively responsive audience member during and after video screenings
and class performances/presentations. Assigned readings will be reviewed in small and/or large group
If you as a student qualify as a person with a disability, as defined in Chapter 504 of the Rehabilitation
Act of 1973, you may wish to discuss the need for reasonable accommodations with your instructor. You
should make this contact at the beginning of the course.