This document summarizes a panel discussion on using the App Inventor platform to teach mobile app development in middle school and high school. It describes App Inventor's block-based programming interface and discusses various initiatives for teaching App Inventor, including online workshops and camps. Benefits included making computer science concepts relevant and allowing students to be creative. Examples are provided of apps students created, such as music players and games.
Yu-Chang Hsu presented on his experiences teaching mobile app design using App Inventor through both online and in-person formats. He discussed an online, quest-based learning camp for adult learners that took place over 3 weeks. He also discussed a 5-day in-person camp for high school students where they built practice apps over the first few days and then designed their own apps. Students created a variety of apps, and feedback was very positive. Hsu emphasized the benefits of App Inventor's interface for focusing on tasks as well as the game-like elements of the quest-based format. He also discussed some challenges faced and lessons learned from the different programs.
This document provides summaries of 10 education apps for 5th grade students and teachers. It describes the uses, feedback, ease of use, privacy features, alignment with standards, and instructions for each app. The apps include Epic Books, Google Earth, Google Docs, Google Slides, Prodigy, IXL, Minecraft, News-O-Matic, Google Lens, and Remind. For each app, a brief description highlights its key features and educational benefits.
Technology and Project-Based Learning in the ELA classroom (2)Scott Moran
This document provides an overview of integrating technology and project-based learning into the English Language Arts classroom. It begins with some questions about barriers that may have prevented teachers from incorporating technology. It then discusses the importance of technology in engaging students and developing 21st century skills. The bulk of the document outlines the key aspects of designing and implementing a project-based learning unit, including establishing an essential driving question, planning assessments and resources, providing reflection opportunities for students, and ensuring the project addresses standards. Examples of various technologies and online tools that can be used to support project-based learning are also provided. The document emphasizes that effective technology integration requires careful planning and understanding how technology can enhance learning rather than simply having students complete assignments online.
- Students from five classes participated in an Erasmus+ project from 2015-2017 focused on flipped learning and ICT. They completed various tasks to improve their digital skills, intercultural awareness, and language skills.
- An evaluation of student work found that while language and study skills improved for most students, some did not properly cite sources or consistently acknowledge the project. Student motivation remained high overall.
- Key outcomes included strengthened language ability, social skills, and use of ICT. However, some students failed to include logos or reference the project name in their work products.
This document summarizes and reviews 10 popular educational apps for K-12 students. It provides brief descriptions of each app, highlighting their key features and benefits. The apps cover a range of subjects from reading and literacy, to math, science, vocabulary and more. Many apps provide practice and instruction tailored to individual students' levels, with immediate feedback to support independent learning. Teachers are also able to assign content, monitor progress, and use the apps to supplement in-class learning.
This document reviews 10 popular instructional apps for use in the classroom. For each app, it provides the app name and link, a brief description of its uses and features, whether it provides student feedback, what thinking skills it encourages, ease of use, privacy policies, connection to curriculum standards, and clarity of instructions. The apps covered include Khan Academy, Socrative, Quizlet, Evernote, Classroom Dojo, Nearpod, Photomath, Duolingo, Kahoot!, and Google Classroom.
Yu-Chang Hsu presented on his experiences teaching mobile app design using App Inventor through both online and in-person formats. He discussed an online, quest-based learning camp for adult learners that took place over 3 weeks. He also discussed a 5-day in-person camp for high school students where they built practice apps over the first few days and then designed their own apps. Students created a variety of apps, and feedback was very positive. Hsu emphasized the benefits of App Inventor's interface for focusing on tasks as well as the game-like elements of the quest-based format. He also discussed some challenges faced and lessons learned from the different programs.
This document provides summaries of 10 education apps for 5th grade students and teachers. It describes the uses, feedback, ease of use, privacy features, alignment with standards, and instructions for each app. The apps include Epic Books, Google Earth, Google Docs, Google Slides, Prodigy, IXL, Minecraft, News-O-Matic, Google Lens, and Remind. For each app, a brief description highlights its key features and educational benefits.
Technology and Project-Based Learning in the ELA classroom (2)Scott Moran
This document provides an overview of integrating technology and project-based learning into the English Language Arts classroom. It begins with some questions about barriers that may have prevented teachers from incorporating technology. It then discusses the importance of technology in engaging students and developing 21st century skills. The bulk of the document outlines the key aspects of designing and implementing a project-based learning unit, including establishing an essential driving question, planning assessments and resources, providing reflection opportunities for students, and ensuring the project addresses standards. Examples of various technologies and online tools that can be used to support project-based learning are also provided. The document emphasizes that effective technology integration requires careful planning and understanding how technology can enhance learning rather than simply having students complete assignments online.
- Students from five classes participated in an Erasmus+ project from 2015-2017 focused on flipped learning and ICT. They completed various tasks to improve their digital skills, intercultural awareness, and language skills.
- An evaluation of student work found that while language and study skills improved for most students, some did not properly cite sources or consistently acknowledge the project. Student motivation remained high overall.
- Key outcomes included strengthened language ability, social skills, and use of ICT. However, some students failed to include logos or reference the project name in their work products.
This document summarizes and reviews 10 popular educational apps for K-12 students. It provides brief descriptions of each app, highlighting their key features and benefits. The apps cover a range of subjects from reading and literacy, to math, science, vocabulary and more. Many apps provide practice and instruction tailored to individual students' levels, with immediate feedback to support independent learning. Teachers are also able to assign content, monitor progress, and use the apps to supplement in-class learning.
This document reviews 10 popular instructional apps for use in the classroom. For each app, it provides the app name and link, a brief description of its uses and features, whether it provides student feedback, what thinking skills it encourages, ease of use, privacy policies, connection to curriculum standards, and clarity of instructions. The apps covered include Khan Academy, Socrative, Quizlet, Evernote, Classroom Dojo, Nearpod, Photomath, Duolingo, Kahoot!, and Google Classroom.
TURKEY-EVALUATION REPORT OF STUDENTS PERFORMANCEAyla Savaşçı
The document provides an evaluation report of students' performance in the Multidisciplinary Flipped Learning with ICT project between 2015-2017. It summarizes the activities and tasks students completed each semester related to improving digital skills and intercultural awareness. Charts evaluate 20 students from Girne Secondary School on criteria like cooperation, motivation, work quality, and timeliness for various projects like creating a project board and logo. Overall, most students received positive reviews, though some struggled with e-Twinning publishing and timely completion. The report aims to assess student work quality and performance in the project's first year.
Design, Development, and Empowerment: My Experiences of Coaching a Best-in-Na...Yu-Chang Hsu
During the presentation, I will share how I supported a national-winning team of middle
school students to develop their STEM-related mobile app through on-site training and
other virtual scaffolding mechanism. I will discuss the tips, challenges, and lessons
learned based on my reflection as a computing educator. This presentation should provide
practical information that can be applied to other contexts of computing education as it
involves various aspects that are commonly relevant, such as project management,
communication, and technical consideration during app development. I hope my sharing
of the rewarding experiences with the community can help encourage more quality
educators and App Inventor enthusiasts to consider applying to join App Inventor
Training Corp. (AITC), and serve the common goals of contributing to computing
education through this venue. (Learn more about: 2014 Verizon Innovative App
Challenge at http://appchallenge.tsaweb.org/)
The document discusses 10 popular apps for education: Kahoot, Remind, Get Epic, ClassDojo, Prodigy, Google Classroom, YouTube, Reflex, Photomath, and Quizlet. Kahoot is a game-based learning platform that allows teachers to create quizzes for students to answer from their devices. Remind allows teachers to send messages to students and parents. Get Epic provides access to digital books for students 12 and under. ClassDojo is used for classroom communication and management. Prodigy combines learning math with gameplay. Google Classroom facilitates assignments, communication, and collaboration online. YouTube enhances lessons with educational videos. Reflex and Photomath help students practice and learn
The webinar "Step 2: Starting your eTwinning project" will begin at 16:30. Participants are advised to check their audio settings before it starts. The webinar will cover the process of starting an eTwinning project, finding inspiration from project kits, and project management and recognition. Participants will have the chance to ask questions and provide feedback.
The document describes the development of a mobile application for screening children before they enter school in Austria. It details the motivation, requirements, design considerations for preschool-aged children, implementation including assignments, evaluation, and conclusions. The app was created to introduce a new digital screening method for Austrian schools and automatically evaluate screening results. It utilizes a frame story, child-friendly graphics, intuitive inputs, and provides offline functionality. Evaluations from schools found it engaging for children and an improvement over paper screenings.
The document summarizes robotics activities conducted at the 56th Junior High School of Athens as part of the RoboESL project. It describes the objectives of using robotics to encourage students at risk of early school leaving to remain in school. It details the implementation process over two school years with different groups of students, including preparation, activities, and methodology. Key findings are presented through cases that show ways participation positively impacted students, such as improving social skills and school engagement. The conclusion is that while more research is needed, robotic activities have the potential to change students' attitudes toward learning.
Social Media Apps Programming (SMAP)
Min-Yuh Day, Ph.D.
Assistant Professor
Department of Information Management
Tamkang University
http://mail.tku.edu.tw/myday
*This course introduces the fundamental concepts and practices of social media and mobile apps programming.
*Topics include
Introduction to Android / iOS apps programming,
Developing Android native apps with Java (Eclipse),
Developing iPhone / iPad apps native apps with objective-C (XCode),
Mobile apps using HTML5/CSS3/JavaScript,
jQuery Mobile,
Create hybrid apps with Phonegap,
Google app engine, Google map API,
Facebook API,
Twitter API,
Case study on social media apps programming and marketing in Google Play and App Store.
*Course Syllabus
Tamkang University
Academic Year 102, 1st Semester (Fall, 2013)
Course Title: Social Media Apps Programming
Instructor: Min-Yuh Day
Course Class: TLMXM1A (MIS MBA)
Master’s Program, Department of Information Management, 1A
Details
Selective
One Semester
2 Credits
Time & Place: Thu 9,10 (16:10-18:00) B310 (V201)
This lesson plan outlines a photography project for 5th grade students where they will create digital silhouettes expressing a verb through poses. Students will take self-portraits, remove backgrounds using Photoshop Elements, and add colors and text to create "iExpress" portraits inspired by iPod ads. The plan details objectives, standards, assessments, required technology and materials, procedures for guiding students through each step, and considerations for classroom management.
E-Learning Adoption in a Higher Education Setting: An Empirical StudyDagmar Monett
Slides of the talk at the Multidisciplinary Academic Conference on Education, Teaching and Learning 2015, MAC-ETL 2015, Prague, Czech Republic, 4-6 December 2015.
Practical Pedagogy: A Realistic Take on Maximizing VR in the ClassroomSeriousGamesAssoc
This session will take an honest approach to planning, implementing and assessing the use of emerging technology in multiple classroom environments. This interactive session is for those who are curious as to: how VR can be directly linked to academic standards, how VR can be used as a bridge across curriculum silos, how VR can be used for enrichment in after school settings and how VR can be used to build empathy and engagement.
Learning with ict, biotechnology issues mr.kobwit piriyawatKobwit Piriyawat
1) The document describes a science teaching project in Thailand that uses ICT (information and communication technology) tools like Microsoft Office, Google, social media websites, and more to teach students about biotechnology based on Bloom's Taxonomy.
2) The project provides students with assignments at different levels of Bloom's Taxonomy, from basic knowledge and comprehension to analysis, evaluation and creation. Students use tools like Word, Excel, PowerPoint, Google search, blogs and Facebook to complete assignments.
3) The goal of the project is to improve students' educational achievement, thinking skills, ICT skills, communication skills, and ability to effectively achieve their basic curriculum through collaborative, creative and engaging 21st century
Online learning tutorials using web toolsJune Wall
Online learning can be used within face to face classrooms as well as part of a flipped learning environment. This webinar will outline a range of web tools to create online tutorials and then detail the steps in creating an online learning sequence using free web tools. This could help you:
Determine the most appropriate online tool to use for their context
Identify parts of your teaching program that could be flipped to an online component
Design an online learning activity using one of the free tools
David W. Deeds: Teaching/Training with 3D Virtual Worlds (in Schools)David W. Deeds
David W. Deeds' presentation for Moodle MOOC Virtual Conference 2014 (MMVC14)! Teaching/Training with 3D Virtual Worlds (in Schools) uses the what does/doesn't work format for not just student teaching, but also teacher training. Covers Second Life and OpenSimulator, for both K-12 and higher ed environments. Games-based learning comparisons/contrasts.
Building Apps for Good with MIT App InventorLeo Burd
This document discusses using the App Inventor platform to promote social good. It provides examples of apps developed for better healthcare, safety, science and humanitarian causes. It outlines typical initiatives like youth programs and competitions that foster mobile app development for social purposes. Challenges include access to devices and data, as well as transitioning concepts to finished products. The document proposes taking App Inventor for Good to the next level by establishing a Mobile Innovation Network to support "mobile innovation clubs" globally and adapt tools to meet communities' needs.
Computing at school hub (Adelaide, ACEC2014)Dan Bowen
This document provides a list of resources for teaching computational thinking and computer science to students, including websites like csunplugged.org for theory, hardware like Raspberry Pi and Arduino, topics such as encryption and programming, apps for younger students on iPad and web like Scratch and Kodu, competitions like the Kodu Cup and Lego League, and groups to join like ICTENSW and Computing at School.
App Inventor is a browser-based tool for building Android apps without coding. It uses a block-based, visual programming language that allows anyone to create apps. While it is simple for beginners to use, apps developed in App Inventor have limitations compared to standard Android development like access to hardware buttons and limited debugging. It is best for single screen apps with low functionality for personal or educational use as an introduction to app development. The process of creating an app in App Inventor involves registering an account, downloading software, dragging and dropping UI elements, adding blocks for functionality, and testing the compiled app.
(Presentation done at the mEducation Alliance event on October 16, 2013)
The mission of the Mobile Innovation Network is to empower young people worldwide to create personally meaningful and socially-relevant mobile applications. The MIN will be an association of Mobile Innovation Clubs, groups formed by youth members and facilitators from community organizations and supported by like-minded technical learning centers.
To learn more about the Network, please check: http://explore.appinventor.mit.edu/MIN_one-pager_14oct13.pdf
I built an application and made this presentation for a class of mine. I wanted to demonstrate how easy Google App Inventor can be to use in building personal apps as well as introducing others to the world of application programing. Your comments and questions are very welcome!
App Inventor is an open source web application powered by Google.This tool helps us to develop android applications in just a few steps. It has its own server all your work gets stored on the Google App Inventor Servers.
CSTA2015 Blocks-based Programming: Toolboxes for Many OccasionsJosh Sheldon
An overview of 4 blocks-based programming environments from MIT's Center for Mobile Learning, specifically GameBlox, TaleBlazer, and StarLogo Nova from the Scheller Teacher Education Program & Education Arcade and MIT App Inventor from the eponymous group.
TURKEY-EVALUATION REPORT OF STUDENTS PERFORMANCEAyla Savaşçı
The document provides an evaluation report of students' performance in the Multidisciplinary Flipped Learning with ICT project between 2015-2017. It summarizes the activities and tasks students completed each semester related to improving digital skills and intercultural awareness. Charts evaluate 20 students from Girne Secondary School on criteria like cooperation, motivation, work quality, and timeliness for various projects like creating a project board and logo. Overall, most students received positive reviews, though some struggled with e-Twinning publishing and timely completion. The report aims to assess student work quality and performance in the project's first year.
Design, Development, and Empowerment: My Experiences of Coaching a Best-in-Na...Yu-Chang Hsu
During the presentation, I will share how I supported a national-winning team of middle
school students to develop their STEM-related mobile app through on-site training and
other virtual scaffolding mechanism. I will discuss the tips, challenges, and lessons
learned based on my reflection as a computing educator. This presentation should provide
practical information that can be applied to other contexts of computing education as it
involves various aspects that are commonly relevant, such as project management,
communication, and technical consideration during app development. I hope my sharing
of the rewarding experiences with the community can help encourage more quality
educators and App Inventor enthusiasts to consider applying to join App Inventor
Training Corp. (AITC), and serve the common goals of contributing to computing
education through this venue. (Learn more about: 2014 Verizon Innovative App
Challenge at http://appchallenge.tsaweb.org/)
The document discusses 10 popular apps for education: Kahoot, Remind, Get Epic, ClassDojo, Prodigy, Google Classroom, YouTube, Reflex, Photomath, and Quizlet. Kahoot is a game-based learning platform that allows teachers to create quizzes for students to answer from their devices. Remind allows teachers to send messages to students and parents. Get Epic provides access to digital books for students 12 and under. ClassDojo is used for classroom communication and management. Prodigy combines learning math with gameplay. Google Classroom facilitates assignments, communication, and collaboration online. YouTube enhances lessons with educational videos. Reflex and Photomath help students practice and learn
The webinar "Step 2: Starting your eTwinning project" will begin at 16:30. Participants are advised to check their audio settings before it starts. The webinar will cover the process of starting an eTwinning project, finding inspiration from project kits, and project management and recognition. Participants will have the chance to ask questions and provide feedback.
The document describes the development of a mobile application for screening children before they enter school in Austria. It details the motivation, requirements, design considerations for preschool-aged children, implementation including assignments, evaluation, and conclusions. The app was created to introduce a new digital screening method for Austrian schools and automatically evaluate screening results. It utilizes a frame story, child-friendly graphics, intuitive inputs, and provides offline functionality. Evaluations from schools found it engaging for children and an improvement over paper screenings.
The document summarizes robotics activities conducted at the 56th Junior High School of Athens as part of the RoboESL project. It describes the objectives of using robotics to encourage students at risk of early school leaving to remain in school. It details the implementation process over two school years with different groups of students, including preparation, activities, and methodology. Key findings are presented through cases that show ways participation positively impacted students, such as improving social skills and school engagement. The conclusion is that while more research is needed, robotic activities have the potential to change students' attitudes toward learning.
Social Media Apps Programming (SMAP)
Min-Yuh Day, Ph.D.
Assistant Professor
Department of Information Management
Tamkang University
http://mail.tku.edu.tw/myday
*This course introduces the fundamental concepts and practices of social media and mobile apps programming.
*Topics include
Introduction to Android / iOS apps programming,
Developing Android native apps with Java (Eclipse),
Developing iPhone / iPad apps native apps with objective-C (XCode),
Mobile apps using HTML5/CSS3/JavaScript,
jQuery Mobile,
Create hybrid apps with Phonegap,
Google app engine, Google map API,
Facebook API,
Twitter API,
Case study on social media apps programming and marketing in Google Play and App Store.
*Course Syllabus
Tamkang University
Academic Year 102, 1st Semester (Fall, 2013)
Course Title: Social Media Apps Programming
Instructor: Min-Yuh Day
Course Class: TLMXM1A (MIS MBA)
Master’s Program, Department of Information Management, 1A
Details
Selective
One Semester
2 Credits
Time & Place: Thu 9,10 (16:10-18:00) B310 (V201)
This lesson plan outlines a photography project for 5th grade students where they will create digital silhouettes expressing a verb through poses. Students will take self-portraits, remove backgrounds using Photoshop Elements, and add colors and text to create "iExpress" portraits inspired by iPod ads. The plan details objectives, standards, assessments, required technology and materials, procedures for guiding students through each step, and considerations for classroom management.
E-Learning Adoption in a Higher Education Setting: An Empirical StudyDagmar Monett
Slides of the talk at the Multidisciplinary Academic Conference on Education, Teaching and Learning 2015, MAC-ETL 2015, Prague, Czech Republic, 4-6 December 2015.
Practical Pedagogy: A Realistic Take on Maximizing VR in the ClassroomSeriousGamesAssoc
This session will take an honest approach to planning, implementing and assessing the use of emerging technology in multiple classroom environments. This interactive session is for those who are curious as to: how VR can be directly linked to academic standards, how VR can be used as a bridge across curriculum silos, how VR can be used for enrichment in after school settings and how VR can be used to build empathy and engagement.
Learning with ict, biotechnology issues mr.kobwit piriyawatKobwit Piriyawat
1) The document describes a science teaching project in Thailand that uses ICT (information and communication technology) tools like Microsoft Office, Google, social media websites, and more to teach students about biotechnology based on Bloom's Taxonomy.
2) The project provides students with assignments at different levels of Bloom's Taxonomy, from basic knowledge and comprehension to analysis, evaluation and creation. Students use tools like Word, Excel, PowerPoint, Google search, blogs and Facebook to complete assignments.
3) The goal of the project is to improve students' educational achievement, thinking skills, ICT skills, communication skills, and ability to effectively achieve their basic curriculum through collaborative, creative and engaging 21st century
Online learning tutorials using web toolsJune Wall
Online learning can be used within face to face classrooms as well as part of a flipped learning environment. This webinar will outline a range of web tools to create online tutorials and then detail the steps in creating an online learning sequence using free web tools. This could help you:
Determine the most appropriate online tool to use for their context
Identify parts of your teaching program that could be flipped to an online component
Design an online learning activity using one of the free tools
David W. Deeds: Teaching/Training with 3D Virtual Worlds (in Schools)David W. Deeds
David W. Deeds' presentation for Moodle MOOC Virtual Conference 2014 (MMVC14)! Teaching/Training with 3D Virtual Worlds (in Schools) uses the what does/doesn't work format for not just student teaching, but also teacher training. Covers Second Life and OpenSimulator, for both K-12 and higher ed environments. Games-based learning comparisons/contrasts.
Building Apps for Good with MIT App InventorLeo Burd
This document discusses using the App Inventor platform to promote social good. It provides examples of apps developed for better healthcare, safety, science and humanitarian causes. It outlines typical initiatives like youth programs and competitions that foster mobile app development for social purposes. Challenges include access to devices and data, as well as transitioning concepts to finished products. The document proposes taking App Inventor for Good to the next level by establishing a Mobile Innovation Network to support "mobile innovation clubs" globally and adapt tools to meet communities' needs.
Computing at school hub (Adelaide, ACEC2014)Dan Bowen
This document provides a list of resources for teaching computational thinking and computer science to students, including websites like csunplugged.org for theory, hardware like Raspberry Pi and Arduino, topics such as encryption and programming, apps for younger students on iPad and web like Scratch and Kodu, competitions like the Kodu Cup and Lego League, and groups to join like ICTENSW and Computing at School.
App Inventor is a browser-based tool for building Android apps without coding. It uses a block-based, visual programming language that allows anyone to create apps. While it is simple for beginners to use, apps developed in App Inventor have limitations compared to standard Android development like access to hardware buttons and limited debugging. It is best for single screen apps with low functionality for personal or educational use as an introduction to app development. The process of creating an app in App Inventor involves registering an account, downloading software, dragging and dropping UI elements, adding blocks for functionality, and testing the compiled app.
(Presentation done at the mEducation Alliance event on October 16, 2013)
The mission of the Mobile Innovation Network is to empower young people worldwide to create personally meaningful and socially-relevant mobile applications. The MIN will be an association of Mobile Innovation Clubs, groups formed by youth members and facilitators from community organizations and supported by like-minded technical learning centers.
To learn more about the Network, please check: http://explore.appinventor.mit.edu/MIN_one-pager_14oct13.pdf
I built an application and made this presentation for a class of mine. I wanted to demonstrate how easy Google App Inventor can be to use in building personal apps as well as introducing others to the world of application programing. Your comments and questions are very welcome!
App Inventor is an open source web application powered by Google.This tool helps us to develop android applications in just a few steps. It has its own server all your work gets stored on the Google App Inventor Servers.
CSTA2015 Blocks-based Programming: Toolboxes for Many OccasionsJosh Sheldon
An overview of 4 blocks-based programming environments from MIT's Center for Mobile Learning, specifically GameBlox, TaleBlazer, and StarLogo Nova from the Scheller Teacher Education Program & Education Arcade and MIT App Inventor from the eponymous group.
The document summarizes the agenda and goals of a Scratch programming workshop. The workshop aims to introduce participants to Scratch through hands-on experience creating animations and games. Key activities include designing original animations, completing a collaborative "Reach the Beach" challenge, and working in teams to design sprites for a collaborative game. The document emphasizes developing computational thinking skills through creative exploration and sharing of Scratch projects.
The document discusses steps for creating a basic note taking Android app from scratch, including creating an Android project, adding user interface elements like edit texts and buttons, getting text from input fields, adding onclick listeners, saving data to files, creating additional activities, and reading saved files on app launch. The document provides exercises and solutions for setting IDs, references, and adding code to save and retrieve note data between activities on the device.
This document provides an introduction to programming in Scratch. It explains what Scratch is, how to set up an account, and get started with a basic project. It then covers Scratch programming concepts like scripts, sprites, costumes, stages, blocks, and scripts. It includes examples of using repeat blocks to create loops and nested repeats. It encourages the reader to experiment with repeats and provides quizzes to check understanding. Finally, it discusses using Scratch for drawing shapes like squares, triangles, and pentagons with turns and repeats.
This document provides an introduction to programming with Scratch. It discusses what programming is, why people learn to program, and how Scratch allows anyone to program without complicated syntax. It then previews the topics that will be covered in subsequent Scratch lessons, including statements, boolean expressions, conditions, loops, variables, threads, and events. It encourages completing the homework assignments of various Scratch projects.
The document discusses Scratch, a graphical programming language that allows users to create interactive media projects. It provides an overview of the Scratch interface and resources for learning how to use Scratch. Educators are encouraged to use Scratch in the classroom to help teach students skills like creativity, problem solving, and technological fluency.
The document provides an overview of a teaching session that uses the Scratch programming environment to foster creativity and computational thinking in students. The session includes introductions to Scratch through sample animations and challenges students to design their own animations. Students will also collaborate on designing sprites and reflect on their experiences. The goals are for students to get hands-on experience with Scratch, develop a common familiarity, explore, create and share projects, and have fun learning.
Scratch is an innovative free program for children 8+. Use attribute blocks to build programs for interactive stories, games and animations. An introduction to computer programming.
Scratch is a block-based visual programming language developed by MIT to teach programming concepts to children. It allows users to create interactive stories, games, and animations. Programming constructs in Scratch include sequencing, loops, conditionals, variables, and threads. Scratch programs can be published online and shared with others. Scratch is commonly used by students, teachers, artists and for robotics projects through integration with devices like Lego WeDo.
Ação de formação para professores - Introdução à programação de arduinos com linguagem Scratch
http://arduinoescola.blogspot.pt/2016/07/arduino-workshop-para-professores.html
This document provides instructions for using MIT App Inventor and a $5 Bluetooth module to wirelessly control an Arduino project from an Android device. It details what hardware and software is needed, including an Android device, Arduino, HC-05 Bluetooth module, MIT App Inventor account. It explains how to design the app interface in App Inventor, connect the Bluetooth module to the Arduino, and install the app on the Android device. Code examples are provided to transmit data between the app and Arduino over Bluetooth to control an LED.
This document provides an overview of an innovative product and marketing project conducted by Ms. Bijal Damani at The Galaxy Education System SN Kansagra School in Gujarat, India. The project involved dividing students into teams to develop an original product idea and corresponding marketing campaign, including advertisements, a website, and presentation. It aimed to develop 21st century skills such as innovative thinking, creativity, collaboration, and technology skills. Over 120 students participated in the project, which had widespread impact on the school and parent community. The teacher played a facilitator role in guiding students through the planning, development, and presentation stages to cultivate real-world business and marketing experience.
WebOrganic eLearning - SSPKW Primary School Project Sharing 20130628Jeff Ng
The document summarizes an iPad e-learning pilot project for a primary school in Hong Kong. It includes objectives, achievements, problems encountered, merits identified, and questions for discussion. It also provides recommendations from lesson observations, proposed next steps like preparing for a sharing session and providing inputs to the school's e-learning roadmap. The roadmap outlines initiatives over the next few years to integrate e-learning across different subject areas and student levels through teacher training, parent workshops, and collaboration with publishers.
Nikhil Vijay Khot is seeking a challenging role as a web or mobile application developer. He has a BE in computer science from SITCOE Yadrav with over 66% average. He has experience in languages like Java, C, C++, and frameworks like Android and PHP. His academic projects include a web design project for an online jewelry shop using HTML, JSP and MS Access, and a mobile and web application called REAL for active learning between teachers and students using C#, Java and PHP with MySQL database. He is interested in learning new technologies and has participated in various workshops.
The document provides information on several study, presentation, and interactive apps for students. It summarizes each app's key features and benefits. Quizlet, Khan Academy and Kahoot are highlighted as top study apps that allow flashcards, video lessons, and game-based learning respectively. Canva, Nearpod and Adobe Express are presented as useful presentation apps that enable creative projects and interactive slides. Google Classroom, BrainPop and Mission US are identified as leading interactive apps for classroom collaboration, educational videos and games, and history learning through simulation.
Assessing the Implementation of Authentic, Client-Facing Student Projects in ...craigmmacdonald
User Experience (UX) is often cited as one of the fastest growing occupations, creating opportunities across nearly every sector for individuals skilled in the application of user-centered design principles and methods. Many Information and Library Schools have responded to this demand by introducing more UX coursework into their curriculum, but the proliferation of agile software development and lean product design has incentivized organizations to look for experienced individuals for UX roles, even those that are considered entry-level. As a result, aspiring information professionals face a paradoxical situation in which they are required to have UX experience before they can gain UX experience. This article provides an assessment of one institution's efforts to overcome this experience gap by offering opportunities for students to participate in three types of authentic client-facing UX projects. Through surveys of students and clients served over four academic years, we provide a set of lessons learned and recommended best practices for incorporating project-based learning opportunities into UX courses.
The document discusses 10 apps that are useful for teaching and learning: Google Classroom, Socrative, TeacherKit, Class Dojo, Read Theory, Seesaw, Kahoot, Plickers, BrainPop, and NearPod. Google Classroom allows teachers to organize lessons, communicate with students, and provide feedback on assignments. Socrative and Kahoot engage students through interactive games and quizzes. TeacherKit, Class Dojo, and Read Theory help with classroom organization, behavior management, and reading assessment. Seesaw, BrainPop, and NearPod enrich lessons through multimedia content and encourage collaboration.
This document discusses the benefits of using iPads in the classroom. It notes that students can see learning gains from as little as 20 minutes of iPad study per day. The bottom line is that iPads make a difference in improving learning outcomes. The document then provides examples of educational apps that can be used for student engagement, submitting and grading assignments, taking notes, sharing lectures, assessing student understanding, and projecting lessons. It also discusses how apps can support different learning styles and subjects like social studies. Overall, the document advocates for using iPads in the classroom by highlighting their educational benefits and providing examples of useful apps.
1. This document provides a summary of the top 10 apps as selected by Courtney Cox and Enoch Williams.
2. The apps include Google Earth, Oregon Trail, YouTube, Canva, Epic, Nearpod, Google Slides, Quizlet, Quizizz, and the National Archives.
3. Each app summary includes how it can be used for feedback, engagement, learning, ease of use, connection to curriculum, appropriate ages, and why it was selected as a top app. The apps cover a wide range of subjects and grade levels.
Presented by: Giovanni Vincenti
Presented at the All Things Open 2021
Raleigh, NC, USA
Raleigh Convention Center
Abstract: Non-traditional students are often ignored by institutions, which typically design courses and coursework around 18-22 year-olds. This segment of the population implicitly suffers from several adverse factors, such as an older age at the time of graduation and often a lack of experience because often they have families and 'adult' responsibilities to manage. Through Open Source software, we have created an educational approach that helps adult students engage with the material, builds their confidence, and especially skills for immediate job readiness. This talk will focus on the hands-on in-house projects that we integrated in our courses, one Augmented Reality system that may help Artemis astronauts explore the Moon and Mars (NASA SUITS Design Challenge) and one indoor farming initiative, and their feedback.
This document outlines a final project for students aged 14-16 that involves using mathematics in real life situations. The goals are for students to understand how math applies everyday and to develop ICT and collaboration skills. Students will be divided into 6 teams, with each focusing on a different math strand. They will search for real world activities within their strand and share results online. Assessment will include formative quizzes and a summative e-portfolio. The project aims to make math more relevant and improve teaching methodologies through international collaboration.
iPad in Education - Evaluation and Report 2012 - 2013Matt Britland
This document summarizes an iPad trial conducted at KGS school from November 2012 to February 2013. 11 different projects were implemented across various subject areas to evaluate the impact of iPads on teaching and learning. Student and teacher evaluations found that the majority felt iPads enhanced engagement and the learning process. While computers remain effective, iPads provided new opportunities for creative lessons and flexible learning. The trial met its aims of exploring iPad's role in education and found they can engage students, encourage new teaching methods, and help prepare students for future technology use when integrated thoughtfully into the classroom.
Organization strategies to increase development productivityAaron Grant
Organization Strategies to Increase Development Productivity discusses how to increase productivity through a student worker program. It outlines how the speaker's team at Oakland University hired and trained student workers to take on development work. Key aspects included identifying mentors, varying work tasks, setting expectations, and involving students in open source contributions. When implemented well, the student program provides hands-on learning opportunities for students and additional development capacity for the organization. One student speaker discussed his positive experience in the program, where he gained real-world skills while having a flexible work schedule around his classes.
This document provides a summary of the top 10 apps for education as chosen by Courtney Cox and Enoch Williams. The apps include Google Earth, Oregon Trail, YouTube, Canva, Epic, Nearpod, Google Slides, Quizlet, Quizizz, and the National Archives. For each app, a brief description is given of its educational uses and benefits, how feedback is provided, what subjects it relates to, appropriate grade levels, and why it was chosen as a top app. The apps cover a wide range of subjects and functions including maps, games, videos, design, reading, presentations, studying, and primary sources.
The document discusses 10 popular apps for teaching and learning. It provides a brief rationale for each app, highlighting their key benefits. Google Classroom improves communication and organization while allowing learning beyond the classroom. Socrative and Kahoot! make learning engaging through games and immediate feedback. TeacherKit, Seesaw, and Nearpod help with organization and allowing students to demonstrate learning. Plickers, BrainPop, Read Theory, and Class Dojo support specific functions like behavior tracking, reading comprehension, and communication with parents.
Top 10 Apps for Learning and Teaching: Group 4ccauthon
The document summarizes 10 popular apps for teaching and learning. It provides the name of each app and a brief rationale for its selection focusing on benefits like improved communication, engagement, assessment, and collaboration. Key apps include Google Classroom for organization, Socrative and Kahoot! for interactive lessons, Plickers and Nearpod for assessments without devices, and Brainpop, Seesaw and Read Theory for content and student portfolios. Overall, the apps aim to enhance learning, participation, and feedback in fun, engaging ways.
Through its research and outreach programs, YWiC found that to successfully teach computer science concepts, instruction must quickly engage students, efficiently teach the most important concepts, and adapt to students' understanding. YWiC compared traditional coding with LilyPad Arduino to block-based coding with App Inventor and found students learned more from LilyPad if only using one, but combining the tools taught the most concepts. Going forward, YWiC plans to streamline teaching LilyPad and App Inventor to increase the number of concepts taught in less time while maintaining student interest.
The document summarizes 10 educational apps that can be used in the classroom:
1. Khan Academy - Provides personalized practice for students before continuing lessons, allowing teachers to track student progress.
2. GoNoodle - An interactive app that engages students in learning through movement and calming techniques.
3. Socratic - Supports various subjects through lesson plans created by teachers and enhanced with visuals and AI assistance.
4. Prodigy - An interactive math app that makes learning fun through games, adventures and rewards for students.
5. Kahoot - Allows teachers to give quizzes and track student answers and discussions to reinforce learning.
6. Komodo Math -
Similar to Mobile Computing with App Inventor in Middle and High School (20)
14. Issues and Implications--Infrastructure
● Separate Sites instead of All-in-One
○ Portal for Quests
○ Guild Site for Discussions
○ Adobe Connect for Live Meeting
Proximity and Integration
Matters
15. Issues and Implications--
Consequences and Requirement
● Quest-based learning not tied with "consequences"
○ No sense of "failing", no pressure on completing all quests
■ Can always come back within a year
■ Simply quit when it's getting more difficult.
● "Okay, I got the idea. I'll try it later."
● You need a push sometimes to get through the
bottleneck.
○ No requirement on providing peer feedback
■ Solution: Build in requirement of and encourage providing
peer review
16. Issues and Implications--
Incentives and Motivation (system level)
● XP's or Badges do not matter that much--in this case
○ Adult learners care about what they actually learn
○ Incentives have no practical values, unless tied to actual PD credits
■ Solution: Get buy-in from schools and make it acknowledged PD
curriculum/content
○ What about XP’s for K-12 students?
● Other candies (strands of quests) in the shop
○ Solution: Focused offering of one strand and then move on to the
other
17. In the spirit of Quest-based Learning
● Offer more “sub-quests” or fine-grained quests, in the unit of sub-
components/sub-function
● Allow learners more freedom to choose
○ their sequences of completing the quests
○ which equivalent quests to complete no need to finish all; only
those that interest them)
19. Activities
● 5-day class as part of Exploratory Class or Digital Technology Class
● Hands-on/Tutorial/Facilitation/Mentoring
● Assistants
○ CS-major college student
○ Tech Coordinator
○ TRiO UB Academic Mentor (college student from past TRiO UB)
● Day 1-3: Build 3 to 5 Practice Apps
● Day 4: Design and Build their own apps
● Day 5: Presentation [a.k.a. sales pitch]
○ Interface
○ Prototype
○ Completed Apps
20. Student Profile:
TRiO Upward Bound Students
● Qualifications:
○ First-generation college bound
○ limited income
○ in need of assistance to expand their educational opportunities.
● 13 high school students--6 girls and 7 boys
21. CT and Mentoring
● Model Design Problem Decomposition
● Emphasize major concepts and components in AI
● Actively respond to students' need in class and teachable
moment
○ Where are the blocks?
● Actively prompt about design consideration (button size, usability,
playability etc.)
● Provide Design Challenge by CS students
○ Encourage CS students' engagement in the curriculum
○ Encourage high school students to seek for challenge
24. Observations or interesting anecdotes
from working with students using App Inventor
● Love developing game apps and music apps (collection of music channel
or videos; instruments etc.)
● Interested in completion first (how do i get all the blocks right)
● Social: Like to talk to each other during development to exchange ideas or
seeing what others are up to
25. My 2-Cents: Some potential take-aways
-Set up everything to avoid waste of time on
troubleshooting and get them to the fun of developing apps
(if the curriculum duration is short)
-Let them take on the challenge of setting things up if you
got time for them (necessary experiences for them to do it
at home)
-Make them presenters and audience (role-play and
constructive feedback)...and invite their parents if possible
26. More about My Work with AI
in Education
● Syllabus
○ MOBILE APP DESIGN FOR TEACHING AND LEARNING
● Articles
○ Empowering educators with Google's Android App Inventor: An online workshop in mobile
app design (in BJET)
○ Mobile App Design for Teaching and Learning: Educators’ Experiences in an Online
Graduate Course (in IRRODL)
● Stories
○ Idaho Upward Bound Program Teaches College Readiness with App Inventor
○ Teaching Mobile App Design with App Inventor at Boise State University
● Press
○ Idaho High School Students Get A Taste Of College Life
○ Students Help Hikers Navigate Trails With Smartphone Guide
27. Chinma Uche
Math and Computer Science Teacher
Co-PI: Mobile CSP projectPresident: CTCSTA, www.ctcsta.org
CREC Academy of
Aerospace and
Engineering /
GHAMAS
28. App Inventor
0 Makes CS relevant to students and parents
0 A visual blocks-based programming language
0 Allows exploration of computational ideas
0 Allows students to be creative
0 Rewards achievement: Participation in contests;
supported by school administration because of
tangible products.
0 Cool CS Products: Grab-and-go qr codes.
29. App Inventor
0Introduced to App Inventor by Professor Ralph
Morelli’s HFOSS team through an NSF-funded
CPATH grant in Summer 2011.
0Found really fascinating and engaging
0Started the development of curriculum for the K-
12 classroom
0Applied to be a pilot Instructor with Professor
Morelli as college-partner.
30. CS Pilot: 2011 - date
0Used App Inventor to as programming tool and to
cover most of the seven big ideas
02011 – 2012: 10th
and 11th
graders, honors level
students;
02012 – 2013: 9th
and 10th
graders, honors level;
19 students, 9F / 10M
02013 – 2014: 11th
and 12th
graders, non-honors.
11 students, 6F / 7M
32. Informal Programs
0CPEP: Saturday Program: 2012 – 2013
0Technovation Challenge: a program for
introducing high school girls to
entrepreneurship through mobile app
development. Provides detailed
curriculum and support, recommends
having industry mentors
33. Technovation Challenge: 2013, 2014
0 2013: Two teams, both made it to the
honorable mention level. Honored at the
school’s award ceremony.
0 2014: Four teams, developed cool products did
not finish the documentation. Great experience.
Honored at the school’s award ceremony
0 Many students are not even aware of the school’
s award ceremony but TC creates the
opportunity.
37. Another TC 2013 App
Presented at
the 2013 App
Inventor
Summit
https://sites.google.com/site/uexerciseu/
38. Advantages of TC
0Collaboration
0The full design process
0Marketing and budget development
0Documentation
0Impressive
Encourage your girls to participate.
39. App Development Support
0 House App Challenge: http://housestudentapps.
challengepost.com/
0 App Inventor Summit: http://summit.appinventor.
mit.edu/
0 Verizon App Challenge: http://appchallenge.
tsaweb.org/about-challenge
41. Other Resources
0 Moblie CSP: www.moblie-csp.org
0 Mobile CSP Online: https://sites.google.com/a/css.
edu/mobilecsp/home
0 Technovation Challenge: http://www.
technovationchallenge.org/
42. What is iSENSE?
● iSENSE is a set of free tools for collecting, sharing, and visualizing
scientific data.
● iSENSE was created for use in middle school and high school
classrooms.
● iSENSE can be used in teaching math, engineering, physics,
chemistry, computer science, and more.
43.
44. Key Concepts
● Project
○ Repository for data
● Field
○ Type and source of
anticipated data
● Data Set
○ Table of values
● Visualization
○ Graphical view of one
or more data sets
PROJECT
Field 1 Field 3Field 2
Value a Value d Value g
Value b Value e Value h
Value c Value f Value i
Visualization 1 Visualization 2 Visualization 3
Data Set 1
Value j Value l Value n
Value k Value m Value o
Data Set 2
45. +
● With iSENSE + MIT App Inventor, you can create apps publish
data directly to iSENSE.
(You can also retrieve data from iSENSE.)
46. + App Inventor
How does it work?
● We created a new iSENSE component in
App Inventor
● You configure with your iSENSE project
ID and contributor credentials
● iSENSE blocks let you upload data sets
● You can also retrieve data from your
iSENSE project
47. + App Inventor
Sensors
● Clock (time, date, and elapsed time)
● LocationSensor (GPS latitude &
longitude)
● OrientationSensor (azimuth & altitude)
● AccelerometerSensor (X Y and Z forces)
● Camera (take picture)
52. + App Inventor
Apps from July 1, 2014 teacher workshop (1 of 2)
● Crane Beach Erosion — Kids measure the distance from a marker on the
beach to the sand level, getting a profile of the beach. isenseproject.
org/visualizations/318
● WTHS Basketball — Keep track of scoring and goals in a HS basketball game.
Records fouls and shots scored per player. isenseproject.org/visualizations/319
● Physical Activity Tests — Record kids’ heart rate after doing various
standardized physical activities in gym. Enter ID, class year, test type, and heart
rate in BPM. isenseproject.org/visualizations/320
53. + App Inventor
Apps from July 1, 2014 teacher workshop (2 of 2)
● Central Limit Theorem — Simulation app which randomly draws items from a
population and graphs results. isenseproject.org/visualizations/321
● Grade 8 Balloon Car Race — Kids operate a balloon car, and record the
elapsed time at a distance of 2m, 4m, 6m, 8m, and 10m. isenseproject.
org/visualizations/322
● The Cambridge Ecosystem — Data walk app for recording observations of
birds, squirrels, and other things on map. isenseproject.org/visualizations/323
54. Why Use iSENSE?
● Sharing projects and data online takes good classroom activities,
which are often private, static, and ephemeral, and makes them
public, evolving, and lasting.
● We are in the age of “big data,” and science is becoming a data-
driven enterprise. It’s important for students to begin developing
data science skills.
● Many of the eight cross-cutting Next Generation Science
Standards science and engineering “practices” can be integrated
into iSENSE activities.
55. Data & computing
Data and information is one of the 7 Big Ideas in CS Principles
When is data science more computing-oriented, and when is it more
statistics-oriented? (thanks to Nate Titterton):
● Exploratory analyses vs. Confirmatory analyses
● Experimental studies vs. Observational studies
56. Going Forward
● This work was led by UMass Lowell graduate student Alan
Rosenthal
● We have a custom App Inventor instance at isense-ai2.
appspot.com and AI Companion app bit.ly/isenseaicomp1
● We want to work with you to integrate iSENSE with your
teaching
This material is based upon work supported by the National Science
Foundation under grants DRL-0735597, DRL-0735592, REC-0546513,
IIS-1123972, and IIS-1123998. Any opinions, findings, and conclusions
or recommendations expressed in this material are those of the author(s)
and do not necessarily reflect the views of the National Science
Foundation.