Mobile app development lesson 4
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Mobile app development lesson 5
This document provides instructions for a lesson on app development. It outlines that by the end of the lesson, students will: continue developing their app according to design principles; learn how to create a map screen; and further populate their e-portfolio. It notes that tutorials are available on Moodle and instructs students to illustrate outstanding work using screen sharing. If the app development software is not working, students are told to design their app as a PowerPoint presentation instead.
Mobile app development lesson 8
*Credit not given to the original work as I don't know who it belongs to. Happy to give credit where this is due.
Jing for Slideshare
Jing is free screencasting software that can be used to create tutorials, trainings, and presentations by capturing screenshots and audio narration. It allows teachers to make video tours of student work, PowerPoint presentations, or online content. The document discusses how Jing can be used for educational purposes like tutorials, embedding videos online, and having students narrate their own work, as well as why the author chose Jing because it is easy to use and helps coach peers through simple presentations.
Jing for Slideshare 2
Jing is free screencasting software that can be used to create tutorials, trainings, and presentations by capturing screenshots and audio narration. It allows teachers to make instructional videos walking through PowerPoints, showing student work, or having students narrate their own work. The author chose Jing because it is easy to use, simple to set up, and helps effectively coach peers by bringing presentations to life.
Skillsaudit 150906124841-lva1-app6892
The document is a skills audit that rates the individual's experience with various technologies and skills related to moving image. They have extensive experience with Word, PowerPoint, and working as part of a team. They have little to no experience with Mac computers, Photoshop, Final Cut, or using DSLR cameras. Their goals for the end of the year are to gain experience with Photoshop, Final Cut, and improve their ability to work independently.
Final pres multimedia
The document discusses the author's experience using various multimedia tools in their classroom over the past month. The author found the LiveScribe and Strip Design apps most useful, though LiveScribe had a learning curve. Successes included overcoming LiveScribe issues with colleague help and using Strip Design. Difficulties included LiveScribe's unintuitive software and struggling with video editing programs. The author enjoyed exploring different platforms through online learning and found Moodle provided a simple framework.
Nearpod
Nearpod is a tool that allows teachers to create interactive presentations, quizzes, and activities that can be shared synchronously with students or assigned as homework. Teachers can add content like slides, videos, and audio, as well as activities such as open-ended questions, polls, quizzes, and drawing assignments. Students access the presentations using a pin number, and their devices become synchronized with the teacher's device. Students can then participate in interactive activities like taking quizzes, answering questions, and participating in polls on their devices.
Skills point
John conducted a skills audit to assess his abilities in areas related to induction. He rated his skills in Mac, Word, PowerPoint, and Photoshop as average but noted experience using these programs for art and photography work. John indicated little experience with Final Cut and micro areas of moving image but some experience with DSLR cameras and YouTube. He reported being able to work in a team if others stay on task but prefers working individually. John's goal for the year is to improve his editing and camera skills.
Recommended
Mobile app development lesson 5
This document provides instructions for a lesson on app development. It outlines that by the end of the lesson, students will: continue developing their app according to design principles; learn how to create a map screen; and further populate their e-portfolio. It notes that tutorials are available on Moodle and instructs students to illustrate outstanding work using screen sharing. If the app development software is not working, students are told to design their app as a PowerPoint presentation instead.
Mobile app development lesson 8
*Credit not given to the original work as I don't know who it belongs to. Happy to give credit where this is due.
Jing for Slideshare
Jing is free screencasting software that can be used to create tutorials, trainings, and presentations by capturing screenshots and audio narration. It allows teachers to make video tours of student work, PowerPoint presentations, or online content. The document discusses how Jing can be used for educational purposes like tutorials, embedding videos online, and having students narrate their own work, as well as why the author chose Jing because it is easy to use and helps coach peers through simple presentations.
Jing for Slideshare 2
Jing is free screencasting software that can be used to create tutorials, trainings, and presentations by capturing screenshots and audio narration. It allows teachers to make instructional videos walking through PowerPoints, showing student work, or having students narrate their own work. The author chose Jing because it is easy to use, simple to set up, and helps effectively coach peers by bringing presentations to life.
Skillsaudit 150906124841-lva1-app6892
The document is a skills audit that rates the individual's experience with various technologies and skills related to moving image. They have extensive experience with Word, PowerPoint, and working as part of a team. They have little to no experience with Mac computers, Photoshop, Final Cut, or using DSLR cameras. Their goals for the end of the year are to gain experience with Photoshop, Final Cut, and improve their ability to work independently.
Final pres multimedia
The document discusses the author's experience using various multimedia tools in their classroom over the past month. The author found the LiveScribe and Strip Design apps most useful, though LiveScribe had a learning curve. Successes included overcoming LiveScribe issues with colleague help and using Strip Design. Difficulties included LiveScribe's unintuitive software and struggling with video editing programs. The author enjoyed exploring different platforms through online learning and found Moodle provided a simple framework.
Nearpod
Nearpod is a tool that allows teachers to create interactive presentations, quizzes, and activities that can be shared synchronously with students or assigned as homework. Teachers can add content like slides, videos, and audio, as well as activities such as open-ended questions, polls, quizzes, and drawing assignments. Students access the presentations using a pin number, and their devices become synchronized with the teacher's device. Students can then participate in interactive activities like taking quizzes, answering questions, and participating in polls on their devices.
Skills point
John conducted a skills audit to assess his abilities in areas related to induction. He rated his skills in Mac, Word, PowerPoint, and Photoshop as average but noted experience using these programs for art and photography work. John indicated little experience with Final Cut and micro areas of moving image but some experience with DSLR cameras and YouTube. He reported being able to work in a team if others stay on task but prefers working individually. John's goal for the year is to improve his editing and camera skills.
Implementation Advice: Task 1
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iPEVOs in the Classroom
This document discusses the benefits of using an iPevo document camera in the classroom. It allows teachers to project anything like student work, textbooks, or science experiments onto the screen for all students to see. The document camera can also take photos or videos of what is shown that can be saved for later. Instructions are provided on setting up the iPevo document camera, which involves snapping the camera onto the stand, downloading the app, and plugging it into the computer. The document concludes by informing readers that some iPevo document cameras can be borrowed from the library to use in the classroom.
Skillsaudit 150906124841-lva1-app6892
John conducted a skills audit to assess his current abilities in areas related to moving image. He rated himself most confident in using Mac computers and social media sites like YouTube. While comfortable with Microsoft Office programs and DSLR cameras, John felt he needed to refresh his memory on some PowerPoint and Word skills. John lacked experience with video editing software like Final Cut and micro areas of moving image production. By year's end, John aimed to significantly improve his video and photo editing skills for sharing on platforms like YouTube and Instagram.
Danielmele software evaluation
Captivate and Camtasia are both industry standards for screen capture software. Captivate, made by Adobe, allows extensive editing of screen captures and audio on a timeline, but has a steeper learning curve. Camtasia focuses only on screen capture and has an intuitive interface, but lacks additional e-learning features. For basic screen capture, Camtasia may be preferable due to its lower cost and ease of use, but Captivate provides more robust functionality and is recommended if additional e-learning tools are needed.
Skills Audit
The document is a skills audit that rates the individual's proficiency with various technologies and skills on a scale from 1 to 10. They indicate strong skills with Mac computers, Microsoft Word, PowerPoint, and Photoshop, rating themselves a 9 or 10 in each. They rate themselves a 5 in Final Cut, having never used the software, and a 6 in working as part of a team, preferring individual work. Their goals for the end of the year are not stated.
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Throughout creating a thriller film opening, the student learned to use various technologies including WordPress for blogging, Canon/Sony/Panasonic video cameras, iMac computers, and editing software like Final Cut Pro. Planning utilized WordPress, filming used video cameras on tripods, and editing was done on iMacs using Final Cut Pro. The process taught the student new technology skills and how technology has improved the final product.
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The document provides an overview of several apps that can be used to connect technology to the classroom, including Popplet, Educreations, and Quizlet. It discusses the basics of how each app works, potential applications for language arts and other subjects, and tips for managing and extending activities using the apps. Settings and features are reviewed for creating popplets, lessons, blogs, and study sets. Extension ideas incorporate embedding content, collaborating with students, and using the apps for homework help, projects, and test preparation.
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The student used various media technologies throughout the research, planning, construction, and evaluation stages of their project. During research, they used search engines like Google to research horror film conventions and trailers. They also used a blog to collate information and YouTube to view example trailers. An iPhone, Samsung camera, and Canon camera were used to film footage. iMovie software was used to edit the footage and add effects. Microsoft Excel, blog, PowerPoint, and SlideShare were utilized for evaluating the finished project.
Evaluation 6 what have you learnt about technologies from the process of cons...
The document discusses various technologies used to create a magazine project. Photoshop was the primary tool for image manipulation and allowed advanced editing. Blogger was used to upload and share work online for feedback. Scribd and SlideShare enabled uploading Word and PowerPoint files and embedding them on the blog. A Nikon D3200 camera took professional quality photos. A Western Digital hard drive backed up and transferred work between computers. Google Chrome conducted research and accessed other used sites. Microsoft Word and PowerPoint created some tasks like a mood board and article draft.
Question 6
The student used various technologies available at their school to construct their product. They used school computers running the latest software, like Adobe Photoshop, to design and edit pages. A Sony Cybershot camera was used to take high-quality photographs. Microsoft Word was utilized to structure writing. Work was saved to a memory stick and also backed up at school and home computers. Internet research, like using Google, supported planning and finding examples.
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The student used several technologies to create their magazine including a Canon 550D digital SLR camera, Adobe Photoshop CS3, Microsoft PowerPoint, Internet Explorer on their computer, and an iPhone 6. They learned how to control settings like ISO and depth of field on the camera. Using Photoshop, they gained skills in editing photos by adjusting brightness, contrast, and other techniques. PowerPoint helped them organize their research clearly. Their phone was used for taking practice photos, communicating with others, and uploading screenshots to their blog. Overall, working with these technologies helped them produce and present their magazine in a professional manner.
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La lista contiene los nombres, direcciones y números de teléfono de tres personas: Luis de Quito, Fernando de Ibarra y Carlos de Atuntaqui.
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An implementation log documents the development process of a website project by including screenshots of different versions with comments. It aims to show the teacher that the student understands the tasks and skills used like creating tables and inserting cells in FrontPage, and using Publisher, FrontPage, and Paint Shop Pro. The log should include screen captures pasted into Word of initial, intermediate, and final website versions with notes to demonstrate the progression without repetition.
JMU training on adding YouTube content to PowerPoint
This document provides instructions for adding YouTube videos to PowerPoint presentations. It is a 3-step process: 1) Insert a Flash object and draw a box on the slide, 2) Copy the YouTube URL and paste it into the Flash object properties, 3) Adjust the Flash object properties like the URL, looping, and automatic playback. The document concludes by describing potential uses of YouTube Edu videos in the classroom, such as providing supplemental content, speeches, lectures, and assisting with understanding complex processes.
iPEVOs in the Classroom
This document discusses the benefits of using an iPevo document camera in the classroom. It allows teachers to project anything like student work, textbooks, or science experiments onto the screen for all students to see. The document camera can also take photos or videos of what is shown that can be saved for later. Instructions are provided on setting up the iPevo document camera, which involves snapping the camera onto the stand, downloading the app, and plugging it into the computer. The document concludes by informing readers that some iPevo document cameras can be borrowed from the library to use in the classroom.
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John conducted a skills audit to assess his current abilities in areas related to moving image. He rated himself most confident in using Mac computers and social media sites like YouTube. While comfortable with Microsoft Office programs and DSLR cameras, John felt he needed to refresh his memory on some PowerPoint and Word skills. John lacked experience with video editing software like Final Cut and micro areas of moving image production. By year's end, John aimed to significantly improve his video and photo editing skills for sharing on platforms like YouTube and Instagram.
Danielmele software evaluation
Captivate and Camtasia are both industry standards for screen capture software. Captivate, made by Adobe, allows extensive editing of screen captures and audio on a timeline, but has a steeper learning curve. Camtasia focuses only on screen capture and has an intuitive interface, but lacks additional e-learning features. For basic screen capture, Camtasia may be preferable due to its lower cost and ease of use, but Captivate provides more robust functionality and is recommended if additional e-learning tools are needed.
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The document is a skills audit that rates the individual's proficiency with various technologies and skills on a scale from 1 to 10. They indicate strong skills with Mac computers, Microsoft Word, PowerPoint, and Photoshop, rating themselves a 9 or 10 in each. They rate themselves a 5 in Final Cut, having never used the software, and a 6 in working as part of a team, preferring individual work. Their goals for the end of the year are not stated.
Collaborating with Interactive Presentations
Discover how to get your students to collaborate on presentations using Prezi's interactive interface. We'll go over the basics of creating and modifying a Prezi and we'll talk about strategies to get your students working together.
Evaluation – Question 5
Throughout creating a thriller film opening, the student learned to use various technologies including WordPress for blogging, Canon/Sony/Panasonic video cameras, iMac computers, and editing software like Final Cut Pro. Planning utilized WordPress, filming used video cameras on tripods, and editing was done on iMacs using Final Cut Pro. The process taught the student new technology skills and how technology has improved the final product.
Edu614 session 5 spring 15 smart, presentation tools boardmaker
This document provides an agenda and overview for a session on integrating technology tools for teaching. It discusses Smart Notebook, presentation tools like PowerPoint, Keynote and Prezi, as well as Google Docs presentations. It also covers uploading presentations to SlideShare and embedding them on Ning. Finally, it introduces Boardmaker software for creating visual supports and communication tools. Participants are instructed to create sample activities and presentations using several of these tools to share online.
Connecting technology to_the_classroom
The document provides an overview of several apps that can be used to connect technology to the classroom, including Popplet, Educreations, and Quizlet. It discusses the basics of how each app works, potential applications for language arts and other subjects, and tips for managing and extending activities using the apps. Settings and features are reviewed for creating popplets, lessons, blogs, and study sets. Extension ideas incorporate embedding content, collaborating with students, and using the apps for homework help, projects, and test preparation.
Evaluation q4
The student used various media technologies throughout the research, planning, construction, and evaluation stages of their project. During research, they used search engines like Google to research horror film conventions and trailers. They also used a blog to collate information and YouTube to view example trailers. An iPhone, Samsung camera, and Canon camera were used to film footage. iMovie software was used to edit the footage and add effects. Microsoft Excel, blog, PowerPoint, and SlideShare were utilized for evaluating the finished project.
Evaluation 6 what have you learnt about technologies from the process of cons...
The document discusses various technologies used to create a magazine project. Photoshop was the primary tool for image manipulation and allowed advanced editing. Blogger was used to upload and share work online for feedback. Scribd and SlideShare enabled uploading Word and PowerPoint files and embedding them on the blog. A Nikon D3200 camera took professional quality photos. A Western Digital hard drive backed up and transferred work between computers. Google Chrome conducted research and accessed other used sites. Microsoft Word and PowerPoint created some tasks like a mood board and article draft.
Question 6
The student used various technologies available at their school to construct their product. They used school computers running the latest software, like Adobe Photoshop, to design and edit pages. A Sony Cybershot camera was used to take high-quality photographs. Microsoft Word was utilized to structure writing. Work was saved to a memory stick and also backed up at school and home computers. Internet research, like using Google, supported planning and finding examples.
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Question 6
The student used several technologies to create their magazine including a Canon 550D digital SLR camera, Adobe Photoshop CS3, Microsoft PowerPoint, Internet Explorer on their computer, and an iPhone 6. They learned how to control settings like ISO and depth of field on the camera. Using Photoshop, they gained skills in editing photos by adjusting brightness, contrast, and other techniques. PowerPoint helped them organize their research clearly. Their phone was used for taking practice photos, communicating with others, and uploading screenshots to their blog. Overall, working with these technologies helped them produce and present their magazine in a professional manner.
Session on mockups
The document provides guidance on prototyping software projects using paper sketches, wireframes, and mockups to develop a clearer idea of goals and reduce development time and complexity. It recommends the tools needed, best practices for intuitive, scalable software design, and examples of prototyping a photo sharing application from initial sketch through interactive prototype. The document also suggests inspirational case studies and feedback mechanisms to iteratively improve designs.
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- 1. Lesson 4
- 2. • By the end of this lesson you will: • Know how to access AppShed and set up a home page/ main menu for your app • Know how to upload images (ideally JPG/PNG) • Continue to populate your E-Portfolio
- 3. Tutorials available from the ‘App Development Walkthroughs’ folder on Moodle 45 Mins
- 14. 10 Mins Your E-Portfolio is available from the ‘Mobile App Development ‘ page on Moodle (Year 9)
- 15. • Illustrate one piece of outstanding work during the lesson, using Net Control to broadcast a pupil’s screen. • What this makes this so good? 5 Mins
- 16. • By the end of this lesson you will: Know how to access AppShed and set up a home page/ main menu for your app Know how to upload images (ideally JPG/PNG) Continue to populate your E-Portfolio
- 18. • Ok, so AppShed is not responding - don’t worry! Instead develop your app using PowerPoint. Create a presentation of what your app would look like. • Download an Image for a phone of your choice from Google Images and use that as your template. • Your finished design will look just as good as those in AppShed if you use hyperlinks to move between your screens … and remember, be as creative as you can!
- 19. • Available from the ‘App Development Walkthroughs’ folder on Moodle, file path as follows: • Curriculum • Year 9 • ICT • Mobile App Development • App Development Walkthroughs
- 20. • Follow the instructions on ‘Preparation sign information’ accessible on Moodle from: • Curriculum • Year 9 • ICT • Mobile App Development MAKE A NOTE OF YOUR PASSWORD AND DON’T LOOSE IT – I cannot reset your password in AppShed so you will loose your work!!
- 21. • Although you can use any image type you like, the best ones for use on your app will be PNG and JPEG files. • Find an image you want to save Right click and select ‘save image as’ Save as JPEG or PNG Image