Android I:Syllabus Template

Java for Android I 

Please
provide a complete syllabus. All elements of the syllabus are required unless
noted as “if applicable.”
Course Title:  Android I
Course Number (If applicable):
COURSE DESCRIPTION: Mobile
development course using open source Java For Android Tools. Students will be
introduced to programming using Java for Android. In this course students
will learn how to make mobile applications with a variety of activities which
can add numbers, play music, show graphics and display text. The final
project will include an original mobile application which utilizes the
learned material as well as students independent learning outcomes. Using
video tutorials students will acquire knowledge progressively through labs
leading to a culminating project app.
PREREQUISITES: Inro to programming.
REQUIRED MATERIALS: Flash
Drive, Access to the Internet,
ADDITIONAL RESOURCES (if applicable):
LEARNING OUTCOMES/COMPETENCIES:
  1. Basic Knowledge of Programming Structures
  2. Basic Computer Literacy Skills(Downloading,Saving,Storing
    Files
3. XML
Layout and Coding
COURSE ASSESSMENT:
Grading Scale
Category
Weight
Projects
50%
Labs
50%
Final Grade
100%
Total Points
Percentage
Grade
A
B
C
D
F


COURSE SCHEDULE:
Note: This
partial example shows a course that combines lecture and lab components.
Module/
Lesson
Module/Lesson Title &
description
(if
applicable)
Learning Outcomes
Assignment
(w/category & point value)
1.  
Download and Install Android SDK
from website
Students will download and install Android Development Tools and
Android SDK and Eclipse IDE to Flash
Drive or Local Computer.
Video Lab
2.  
Emulator set up Starting first
project
Students will set up the Android
Emulator within the Eclipse and send a test to view either on a device or in
the emulator.
Video Lab
3.  
Overview of folders and adding folders
Students will have an understanding of the IDE interface and be able
to designate between folder areas. Students will be able to designate the
various folders and what they contain.
Video Lab
4.  
Intro to
layouts in XML and creating a button
Student will understand the layout in XML and will create a button.
Students will know how to adjust layouts to a variety of views.
Video Lab
5.  
Adding an
ID setting up variables and referencing XML IDs
Students will add an ID designation to set up variables and reference
the
XML ID’s.
Video Lab
6.  
Set up a
button with OnClickListener
Students will learn how to set up
the button using the OnClickListener.
Video Lab
7.  
setText
method for button
Students will learn how to integrate the setText method for their
button.
Video Lab
8.  
Adding
resources and setting background
Students will be shown how to add resources to folders and set the
viewable background.
Video Lab
9.  
Setting up an activity
and using SetContentView
Students will learn the basics of setting up an activity and
understand the SetContentView.
Video Lab
10.    
Android Manifest
Students will be able to identify
the Android Manifest and define its components and purpose.
Video Lab
11.    
Framework
of a thread
Students will be able to define the frameword of a programming thread.
Video Lab
12.    
Start a
new Activity from Intent
Students will be able to add a new activity from an intent.
Video Lab
13.    
Activity
life cycle
Students will understand the activity life cycle and describe its
importance.
Video Lab
14.    
Add music
Students will add a music file to
the resources folder.
 
15.    
Create
List Menu from the List Activity class
Students will create menu using list menu and the List Activity class.
 
16.    
ArrayAdapter
 
17.    
Starting
Activity with a Class Object, finish ListActivity
 
18.    
XML,
EditText
Students will edit their XML layout and add the EditText to their
application.
 
19.    
WeightSum
and Layout Weight
 
20.    
Toggle Button, XML
padding
Students will learn how to create toggle button add padding to XML
layout.
 
21.    
Setting Toggle to On,
if Toggle is checked
 
22.    
Comparing Strings
 
 
23.    
Set Gravity within
Java
 

Android 1: Lesson 1

Lesson 1: Introduction To Java for Android
Development Environment
INTRODUCTION
In this lesson you will be introduced to the Eclipse IDE (Integrated
Development Environemnt)for Android Development. The development environment will
be downloaded
Onto flash removable media so the environment can become portable.
LESSON OBJECTIVES
By the end of this
lesson, you will be able to:
1.Download Eclipse
2. Download Android
Development Tool Kit
3.Check that environment
is ready to develop and test.
LEARNING
SEQUENCE
Required Reading
Read the following:
Introduction To Development Environment
·       
Eclipse
·       
Android
·       
Considerations for beginning programming.
Resources
View the following: 
1.     
Eclipse
2.     
Android Development
Assignments 
1.Download Android SDK at Developer Website

.     

A Vision for 21st Century Technology Leadership

My vision for technology in a school
district begins with a supportive administration which recognizes the necessity
of developing a collaborative leadership team which is proactive as opposed to
reactive to the increasing needs of widespread integration of technology on all
levels. It is absolutely critical to the success of any district wide
technology initiative that all components of leadership are aligned and on the
same page with each other. In my experience districts which have any major
component of their integration strategy with technology (curriculum
development, professional development, integration, leadership) operating in
isolation only assists in corrupting the culture of learning and motivation of
those involved.
In the current environment of addressing
the needs of technology in k-12 schools, it is critical that districts have
large-scale plans for a robust network infrastructure to support 1:1 learning
initiatives. This need is two fold in that districts which acquire this robust
infrastructure can support more personalized learning initiatives (1:1) and
integrate on a wide scale the use of mobile device and laptop pilots (Chromebooks,
laptops, net book) for all students but these initiatives also attract the most
valuable educational technology leadership who possess the leadership skills
and technology knowledge base to lead these initiatives. These leaders desire
to work in districts which are progressive and have substantial initiatives for
1:1 learning and curriculum with high level engagement with technology. These
leaders are essential to communication and team approaches for true district
wide technology integration success.
The alignment of district leadership must
communicate directly with a Director/Coordinator whose supervision of instructional
technologists informs the decision making of district leadership. A clear
avenue of communication from the Director/Coordinator assists in communicating the
state of how teachers and staff and students are using technology. This assists
in the support of purchasing and evaluating new technologies for the district
and also aligning district instructional practices in collaboration with
technology.
            Instructional Technologist and
classroom teachers are on the front lines of integrating technology with a
variety of software, tools (cameras, scanners, interactive boards) and
curriculum approaches. Teachers and Instructional Technologists need a point of
contact in the field in which to address needs, problems and concerns as they
work. Issues with software (Web 2.0 tools, multimedia), network, hardware and
best practices should be directed towards an administrator who is fully
knowledgeable in the area of technology and can directly respond in a
professional, timely way. Addressing the needs of technology integration as
they happen can help prevent the frustration that accompanies the lack of
support. Support for early adopters of technology in a district plants the
seeds for the next major initiative and supports personnel who may become a
valuable professional development resource.
Instructional Technologist also needs a
supportive professional leader who they can confide and work with to improve
their practice. A culture of understanding and evaluating best practices,
current technology tools and software should be supported by the leadership of
a Director/Coordinator. The staff should be supported for attending
professional development such as technology conferences such as MassCUE, Boston
Tech Forum and encouraged to provide progressive professional development which
reflects their experiences integrating in the classroom. The perception of
Instructional technologists should be that they facilitate teacher integration and
technology best practices and not be used as a stop gap for the lack of teacher
motivation to integrate technology properly in their classroom.
Creating and nurturing a technology driven
culture in education is not an easy task. Embracing the needs of early adopters
of technology and providing progressive and relevant professional development
whilst supporting the needs of existing users presents a wide range of
challenges. A productive, beneficial relationship between the managers of the
network and those using it to instruct is an absolute necessity for success in
the process. Developing goals and initiatives as a district which are initially
exciting but cannot be supported by the network only adds to the frustration of
those who want to see a deeper integration of technology into classrooms.  With proper alignment in district leadership
and network management and a real desire to promote learning with technology,
exciting initiatives can be completed and improved upon.

Teachers Guide To Developing Android Mobile Applications Curriculum

PROJECT OVERVIEW: Developing Android
Mobile Applications in Flash
Overview
 A curriculum enabling
students to design, develop an then test mobile applications on mobile devices
addresses several cross cutting trends affecting the learning of technology curriculum(Becta,2008).
The current trend of mobile devices being used in and out of the classroom to
communicate, collaborate and personalize learning opportunities makes teaching
and training students to understand the design and technologies involved in how
these tools work imperative.
Mobile Application Development can be done in a variety of
formats and with variety of tools. This project focuses on the team development
of mobile application design, development and testing using the Flash platform.
Enabling students to develop their own personalized Web 2.0 tools enables
collaboration and information sharing in new ways which push the
personalization of education tools to new levels.
Professional Outlook
Jobs related to
mobile design and development are expected to grow anticipating needs using
multiple development tools. The testing and debugging industry of mobile
applications is also an anticipated growth area. According to one Business
Week articleThe demand for programmers who can write for mobile
platforms, such as Apple’s iPhone, Google’s Android, and Research In Motion’s
BlackBerry, has stoked competition among recruiters, driven up salaries, and
led employers to consider getting new talent through acquisitions”(MacMillan,2010). This growth is expected to continue as more companies
more to employing mobile strategies.
Many companies are
now including mobile strategies into their marketing plans. To satisfy the need
for this type of developer there are the need for skilled developers and designers
who are familiar with the mobile applciation process.  Students who are introduced and begin
learning core skills with mobile design and development are at a distinct
advantage entering the job market with critical skills and knowledge of the
process of designing mobile applications and the possible development tools.
Focus
This course will provide an overview of the mobile
application landscape in terms of devices, development, operating systems and
changing levels of personalization in terms of the technologies available and
perspectives on organizing content on this medium.  
Content development for mobile applications and the
influence interface design has on the user experience will be a focus. Students
will acquire technology skills to develop their own applications in the Flash
Authoring software and will test and debug these applications on Android
Devices.
Student application of Adobe Photoshop and Flash Authoring
Software will enable them to gain first hand experience creating the necessary
graphics,.apk files and problem solving skills that relates directly to the
real world experiences of authentic mobile development.
As part of the cumulative project students will investigate
and explore the process of uploading their development projects to a real world
marketplace(Google Play), and evaluate the requirements and eccommerce
benefits.
    
Students will work in collaborative teams to learn and apply
the technologies, synthesize design strategies and present a final cumulative
project at the end of the course. Each section of this course will represent a
key component to the process of developing an application and will need to be
repeated collaboratively for the final project.
     
The team approaches to the projects and the ability of
groups to address each project efficiently and with a conscientious approach
towards design and development will improve the ability of the group to answer
an authentic based question which will drive all aspects of the project.
Addressing 21st century employability skills such as “real world
scenarios, team work, cumulative projects and the sharing of design and
technology skills are critical for success.
Problem/Project
     Based on an
instructor driven authentic problem, students will work in small groups
replicating a design/development studio.Students will be asked to develop
projects which address an authentic need for a mobile application. Through the
process of concept development, creation and development of the application,
testing and debugging the applications, students will be applying collaborative
skills to synthesize ideas and technical skills to create the “app” and
conclude with a group presentation of their final application design.
Learning
Challenges
Students will
need to address a wide range of challenges to complete their projects.
Concept
Development
Student fluency
using technology tools
Addressing the
authentic questions for “real world” scenarios
Maintaining a
strong collaborative, team approach to problem solve and resolve critical
issues related to technology.
Knowledge/Skills/Attitudes
Knowledge:
Information technology
disciplines
Computer & Tablet Hardware
Phones & Tablets
Desktop Computers
Software
Adobe Flash
Mobile Operating Systems with
an emphasis on OS
Application with an emphasis on
design.
Internet, Web research and web based
collaboration tools
Digital Media
Business/Marketing Trends
Social Media
Web Based Advertising
Skills:
Technology Skills
Understanding Basic Code Structures
Designing graphics
Application of Design concepts to
software technology
Managing different file types and
Software knowledge
Application of API technologies
Interacting with multiple computer
based interfaces (desktop computers, mobile devices)
Communications
Communicate in professional manner
(e-mail, voice mail, in person)
Listen empathetically
Document process
Report for feedback
Make professional presentation
Critical thinking
Troubleshooting (problem solve)
Synthesize findings (draw conclusions
supported by evidence)
Problem Solving
Collaboration
Merging expertise (distributed
knowledge)
Work together as a team
Give/receive feedback
Prioritize tasks
Compare and evaluate possible
solutions
Project Management
Attitudes (habits of
mind):
Value teamwork
Accountability to team and client
Tenacity/Persistence
Curiosity and open-mindedness
Challenge assumptions
Intended Outcomes
Research Mobile Application trends;
document and report findings
Research career possibilities
(Graphic Designer, Programmer, Information Architect, Software Developer)
Troubleshoot Mobile Application on
Device (problem analysis)
Use of Flash Software (Actionscript
3.0) to Create Mobile Application
Design Mobile Application Information
Architecture
Analyze Mobile Application
Development Environment
Task management/project
management/problem solving
Present proposed solution to
Authentic Scenario
Assessment
Formative rubrics
Employability Skills
Teamwork
Technical Components
Completion Targets
Summative rubric
“Developing Mobile Applications in Flash” includes team-based
problem/project projects which address IT skills and implement employability
skills.
Project Descriptions
                  Project 1: Information
Architecture & Content Design
Employability Skills:
Team member roles and tasks; plan, analyze, design and develop methods for
organizing content and developing architecture for the anticipated navigation
of the consumer through the content of the mobile application.
IT Skills: Problem-solve
Project
Skills
: Create a complete paper prototype which includes ideas for
graphics, color scheme, text, potential click streams and organization of
content considering the user.
Project 2: Flash App Layout
Design Activity
Employability Skills:
Team member roles and tasks; plan, analyze, design and develop a four page
mobile application using Flash software.
IT Skills: Problem-solve
Flash Skills: Create
multiple pages, graphics, text and Actionscript code to preview a mobile
application.
Project 3: Learning About API
Technology
Employability Skills:
Team member roles and tasks; identify and implement API technologies that can
add usability to the mobile application design.
IT Skills: Integrate
API’s using Actionscript and Flash software into design.
Project Skills: Create a
document that clearly and concisely records the team’s performance. The
document should be free of spelling and grammar errors.
Project 4: Creating the
Certificate & Exporting the APK file
Employability Skills:
Team member roles and tasks; export application to device and test application
for proper functions of application and device use.
IT Skills: Properly
create self signed certificate and export APK file for addition to Android
device.
Project Skills: Exporting the
APK file properly will enable the students to view the application on the Android
device.
Project 5: Creating an Authentic
Mobile Application
Employability Skills:
Team member roles and tasks; plan, analyze, design and develop a mobile
application from concept to finished application based on an authentic scenario
provided by the instructor.
IT Skills: Problem-solve
Project Skills: Concept
development, information architecture development, development of app in Flash
software and presenting the final app on an Android device.
Project 6: Presentation of final
application
Employability Skills:
Team member roles and tasks; present final application and describe details of
the process of concept development and technology development. The presentation
should also include how the application addresses the authentic scenario and
considers the consumer in the design process.
IT Skills
Project Skills:
Professional organization and presentation of mobile application content. Well
planned and sequenced to explain their design and development experience.
PROJECT 1:
Information Architecture & Content Design
PROJECT 1 GOAL
The goal of this project is to
develop students understanding the proper layout of information in a mobile
application and also the anticipated user experience of the consumer of a
mobile app.
  1. Complete
    Venn Diagramming  for Content,
    Context and Users
  2. Complete
    Information Architecture paper prototype for mobile application idea
    (should contain layout for at least 5 pages).
  3. Introduction
    to Flash Mobile Templates
  4. Self Assessment for Mobile
    Environment & Design Knowledge
PROJECT 1 DESCRIPTION
Project Description: In this project we
will investigate the components of a mobile architecture and prepare a mobile
architecture design. 

Final Project Outcome: The final project
for this will be a completed wireframe representing an idea for a mobile
application and a series of drawings representing the home page with navigation
and 3-4 other pages. The outcome should reflect the “authentic scenario”
described below.
Anticipated Length of
Project:
Three 45 minute
sessions
Authentic Scenario: Student idea
development and concepts will be driven by an authentic project which
represents a need in the “real world”. In the case of this project students are
asked to develop a learning application for children aged 3-7. Students should
consider the user needs,context and content in the completion of the project.
The Project Components
Venn Diagram Brainstorm
This activity begins with the discussion of the
variety of mobile content and the needs and wants of consumers when they use
mobile applications. Students will be asked to develop a simple idea for an
application based on a children’s game or …….   
Students will then develop a list of items under ach heading content,
context and users. (see activity sheet)
Paper Prototyping
After completing the brainstorming activity the ideas
will be synthesized into a paper prototype which will take into account the
screen size in pixels, color scheme, click streams, graphics, text styles and
organization of pages and content in application. It must also address the
anticipated user and their wants.
Considerations in This
Project:

Screen Sizes and resolutions
Consider user interaction with content.
Click streams and how they relate to content
Paper prototyping-wire framing
Device differences
Coverage Area Terms:
Mobile Strategies, Mobile
Design,Needs-Goals-Context,Application Types, Application Contexts, Mobile
Information Architecture, Elements of Mobile Design(color, look& feel,
graphics, type, message).
Design Components of This
Lesson:

Creating a paper prototype with proper screen considerations, device,
wireframing and content.

Technical Components: Flash Software
Introduction to Flash Template Size

Group Components:
Group Research
Discussion
Collaboration with content

Project 1: Aligned Learner
Outcomes
Student Outcomes
Performance Indicators
Employability Skills? Or 21st
Century Outcome
Integrated Activity &
Assessment
Create a complete paper
prototype which includes ideas for graphics, color scheme, text, potential
click streams and organization of content considering the user interaction
with a mobile application.
1. Organized lists of content
and information contained in the application (wireframe).
2. Color scheme appropriate for
design.
3.Drawings depicting
Potential graphics and text
layout.
4. Consideration of user in
button sizes and interaction on device of visual elements.
5. Organized structure of
information architecture mapping every possible navigation through
application design.
6. Description of notable click
streams for consideration of end user obtaining data.
Teamwork
Collaboration
Identifying consumer needs
Marketing
Design/Layout skills
Problem solving
  1. Venn Diagram Assignment
  2. Paper Prototype 
    wire framing assignment
Assessment: Rubric
Project 2: Flash App Layout
Design Activity
________________________________________________________________________
PROJECT 2:GOALS
The goal of this project is to
have a fully functional 4-5 page application which can be tested within the
program. The application should also contain the components of the information
architecture and paper prototype from the previous project.
  1. Integrate information architecture and design into
    layout into flash software
  2. Have pages link by buttons back and forth
  3. Insert images and text
  4. Test your application as a movie and view for
    problems(debugging)
  5. Develop basic understanding of Flash Interface
    & Tools
________________________________________________________________________

Project Description: Using a video tutorial to assist us will
walk through laying out a mobile application in the Flash software. This
tutorial will allow students to learn the interface of Adobe Flash and begin
the layout of their first project.
Project Outcome:
For this app you and your partner will create a basic application which has a
minimum of 5 pages. Each page should have a button which directs it back to the
home page and/or the next page.

Anticipated Length of
Project:
Two 45 minute
sessions
Considerations in This
Project:
Integrating Layout into
software
Flash software skills
Collaborative Technology
Learning
Problem solving Layout issues
Coverage Area Terms:
Flash
CS5.5,Layers,Timeline,Libraries,Buttons,Actions,Actionscript
3.0,Stage,toolbar,pages,keyframes,jpeg,png,Android template,text.
Design Components of This
Lesson:

Creating Pages-These will be the separate areas to add content and
navigate between.
Adding Graphics-These will be images or pictures made with Photoshop
which can be added to the application.
Making Button-This is an action we can add to a graphic to send the user
to another place on the timeline or web link. Buttons can be made in the
Photoshop software as well.
Integrating an Information Architecture-This is the organization of
content intended in the design of the application.

Technical Components: Flash
Software

Creating & Managing Layers
Making Buttons
Text Tools
Inserting Key frames
Stage sizing and Placement of Elements

Group Components
Teamwork:
Organization of content as a small group
Idea development deciding on a topic and adding graphics, creating layout and
executing projects.

Assessment Rubric/Self Assessment
Project 2: Aligned Learner
Outcomes
Student  Outcomes
Performance Indicators
Employability Skills? Or 21st
Century Outcome
Integrated Activity
&Assessment
Create a complete 4-5 page
mobile application which can be tested in the Flash interface.
1. Application of information
architecture and design (color scheme, graphics, text) into Flash software.
2.Technical components of Flash
software properly
used(pages,buttons,keyframes,graphics,text,testing,layers,libraries,stage
orientation and sizing, templates.
3. Use of original graphics in
layout and design created in Photoshop or other graphics program.
4. Consideration of user in
button sizes and interaction on device of visual elements.
5. Layout neatly organized and
comparable to paper prototype.
6. Video tests as expected and
moves properly from page to page.
Teamwork
Collaboration
Technology task completion
Design/Layout skills
Problem solving
Project Management
1. Step by step tutorial
outlining all technical components of Flash application.
2. Students apply own project
idea to design.
Assessment: Rubric
Project 3: Learning About API
Technology
________________________________________________________________________
PROJECT 3:GOALS
The goals for this project are
to introduce students to API technologies and have them integrate some examples
into their own projects.
●       
Complete overview of API’s
●       
Conduct research on current available API
technology
●       
Complete Accelerometer tutorial
●       
Complete Google Map Tutorial
●       
Complete Video Tutorial
●       
Integrate API into current Application idea
  
______________________________________________________________________
Project Description: In
this project students will be given an overview of API technology and what it
can do. Students will also be asked to do their own web based research on API’s
and contribute to class discussion. Understanding what API technology can do
can have a huge amount of interactivity and power of tools to your app.
Students will conduct web based
research in small groups and report out to the rest of the class. The web based
research should be based on finding what are some new current API’s and
identifying the context of the users and technology connected to these
API’s(mobile phones, web based, tablets, apps).

Central Question: How can API technology change our interactivity with
mobile devices?

Assignment 1: Web Research
response sheet on API technology.
Assignment 2: Students will
be introduced to the accelerometer template in Flash.
Assignment 3: Students will
be shown the example of adding a Google map link to an application.

Project Outcome: At the
conclusion of this project students will have a more broad understanding of how
API technologies can be integrated into their mobile applications. Students
will also have an understanding of the constantly changing environments of
technologies as they relate to adding usability to mobile devices.
Students should have completed the
two video based assignments which include analyzing and changing the code in
the accelerometer template and the Google Maps tutorial.  Students should also have conducted web
research on API technology and reported back to the class.
Anticipated Length of
Project:
Two 45 minute
sessions
Considerations in This
Project:
Mobile Device Interaction
User Technologies
Operating System Differences(OS
,Android, Windows)
Coverage Area Terms:
API’s
Video
Audio
Accelerometer
GPS
Maps
Design Components of This
Lesson:
Choice of graphics for
accelerometer tutorial
Page layout for Google map
Choice of video

Technical Components:
Code knowledge for Accelerometer
Code knowledge for Google Map
Integrate video into application
page(adding files to database/linking video)
Group Components
Teamwork in developing fluency with technology application.
Communication on critical technical
components of tutorials
Project 3: Learner Aligned
Outcomes
Assessment Rubric/Self
Assessment
Student Outcomes
Performance Indicators
Employability Skills? Or 21st
Century Outcome
Integrated Activity &
Assessment
Students will have abroad
understanding of the API technologies and how and they can add usability and
function ability to mobile applications. Students will research the
environment of these technologies and report back to the class.
Students will then be led
through 2 separate tutorials which will introduce them to applying API’s in
Flash to applications.
Assignment 1: Students will
be introduced to the accelerometer template in Flash.
Assignment 2: Students will
be shown the example of adding a Google map link to an application.

1. Student research and report a
current web based article on mobile API technology. Student should read and
report most relevant information about the technologies for class
discussions.
2. Students will have a
completed Flash file from the accelerometer template which represents their
own image and objects.
4. Students will have a final
flash file which incorporates a Google maps link.
Teamwork
Collaboration
Software application skills
Problem solving
Identification  of Technologies
  1. Research response sheet.
  2. Completed Flash files of Accelerometer and Google
    Link.
Assessment: Rubric
Project 4: Creating the
Certificate & Exporting the .APK file
________________________________________________________________________
PROJECT 4: GOALS
The goals for project 4 are to
prepare a Flash file for export to an Android device and be able to check the
application for errors. The icon which shows on a homepage is also created and
added to the file.
●       
Learn the steps to create a self signed
certificate
●       
Learn how to export the .APK
●       
Add file to the Android device file system.
●       
Test and debug application on device
●       
Install Adobe Air Software
●       
Create 48pxX48px icon for app project and add
to project
●       
Understand how to add additional files to
package of project
________________________________________________________________________
Project Description: This
project will allow students to walk through the process of creating a file
certificate then exporting the .APK file and adding this file to a device for
testing. The goals of this project are to experiment with the process of
debugging an application by viewing it on a device. In this project the basics
of creating an icon for the application and the basics of adding an app to the
market.

Project Outcome: Small groups have successfully exported an .APK and
created an icon which has been uploaded with the file.
Students are also aware of the App market.

Anticipated Length of
Project:
Two 45 minute
sessions
Considerations:
Creating A Certificate
Creating the Icon(Icon Design)
Device file systems
Debugging issues
Exporting the .APK file
Coverage Terms:
Self signed Certificate
APK
File Managers
Design Components of This
Lesson:
Creating the Icon Graphic
Resizing Images

Technical Components: Flash
Software

Creating the Certificate
Exporting the APK
Adding the application to the Device

Group Components
Teamwork

Communication
Collaboration with sharing the
processes involved with creating certificate and exporting files.

Assessment Rubric/Self
Assessment
Project 4: Aligned Learner
Outcomes
Student Outcomes
Performance Indicators
Employability Skills? Or 21st
Century Outcome
Integrated Activity &
Assessment
Students will create a self
signed certificate and export their application as an .APK file.
They will then add their
application to an Android device and test and debug their application.
1. Exported .APK file.
2. Application fully functional
on Android device.
Teamwork
Collaboration
Software application skills
Problem solving
Identification  of Technologies
Testing & Debugging issues
Graphic Design/Marketing Skills.
  1. Tutorial on creating an Icon for the application.
  2. Tutorial assisting with creating the self signed
    certificate and exporting the .APK.
  3. Adding the APK to an Android device and testing the
    functionality.
Assessment: Rubric
Project 5: Creating an
Authentic Mobile Application
________________________________________________________________________
PROJECT 5:GOALS
The goal for Project 5 is to have
students create a mobile application collaboratively based on an authentic
scenario. Students should need to use all of the projects leading up to this
one in order to be successful.
●       
Students groups synthesize and create paper
prototype
●       
Collaborate on the integration of Flash
software to create application design and layout
●       
Export application to Android device
●       
Address authentic scenario proposed by
instructor
________________________________________________________________________
Project Description: This
project will allow students to develop their own idea for a mobile application
based on an authentic question. The students will need to revisit each project
and master the skills entailed in order to create a cumulative group project.
The challenge to students will be to collaborate and share skills, ideas as
well as address the authentic scenario provided by the instructor.

Project Outcome: Small
groups should have successfully collaborated and developed several artifacts
from their development.  An information
architecture, final app on device, development notes, anticipated user
experience, icon, graphics, applied technology in the application.
Groups should be able to describe
their approach, challenges, collaborative experience and how well they address
in a statement how they addressed the needs of the authentic scenario.
Anticipated Length of
Project:
Eight to ten 45
minute sessions.
Considerations:
Project Based Approaches
Project Management
Authentic Tasks
Mobile Design Process
21st Century Skills
Coverage Area Terms
Testing and Debugging
Information Architecture
Layout
Design Components of This
Lesson:
Information architecture based
on anticipated user interaction
Icon for application
Graphics
Buttons
Color scheme (color scheme
designer 3)
Technical Components:
Flash file containing all pages
and technologies in application
Exported .APK file
Application installed on mobile
device for presentation

Group Components
Teamwork

Collaboration
Presentation skills
Assessment Rubric/Self
Assessment
Project 5: Aligned Learner
Outcomes
Student Outcomes
Performance Indicators
Employability Skills? Or 21st
Century Outcome
Integrated Activity &
Assessment
Students will create a fully
functioning mobile application which addresses the
Authentic question posed by the
teacher. Students will apply their knowledge of mobile design, interface
design and information architecture to create app which serves its consumer.
Students will present the cumulative project to their classmates and describe
their creative and development process. Connections to authentic needs should
be made in the presentation.
1. Completed 4-5 page mobile
application which addresses authentic question.
2. Application fully functional
on Android device.
3. Application includes icon and
works smoothly and effectively on device.
4.Group presentation contains
components of the groups design and development process and addresses
authentic questions needs. Presentation is professional in quality.
Teamwork
Collaboration
Software application skills
Problem solving
Identification  of Technologies
Testing & Debugging issues
Graphic Design/Marketing Skills.
1.Group project work and
journaling addressing the mobile design and information architecture.
2.Application of API
technologies. Desire to add heightened levels of interactivity with
technology.
3.Project management with group
and ability to delegate tasks necessary to complete project.
4. Application exported to
device and debugged for errors and bugs.
5. Final professional
presentation of all group members describing design process and development.
Includes descriptions of how the design addresses the authentic question.
Assessment: Rubric
Project 6: Professional Group Project & Presentation
________________________________________________________________________
PROJECT 6:GOALS
The goal of this project is to present in aprofessional manner the
application which has been developed and also present to a group the components
of the mobile design as well as the process of development.
1.Complete process of exporting .APK file and creation of icon for the
application.
2.Develop keywords and product description for the application to be
marketed with.
3.Create promotional graphics and visual 
presentation outlining the marketing strategy for the
application(includes content,context and user needs).
4.Present a cumulative project which walks through the process of
concept development and design,development strategies and issues and addresses
the real world application of the app.
_____________________________________________________________________
Project Description: Using a video
tutorial to assist us will walk through laying out a mobile application in the
Flash software. This tutorial will allow students to learn the interface of
Adobe Flash and begin the layout of their first project.
Project Outcome:
For this app you and your partner will create a basic application which
has a minimum of 5 pages. Each page should have a button which directs it back
to the home page and/or the next page.
Anticipated Length of
Project:
Considerations in This Project:
Integrating Layout into software
Flash software skills
Collaborative Technology Learning
Problem solving Layout issues
Coverage Area Terms:
Flash CS5.5,Layers,Timeline,Libraries,Buttons,Actions,Actionscript
3.0,Stage,toolbar,pages,keyframes,jpeg,png,Android template,text.
Design Components of This Lesson:
Creating Pages-These
will be the separate areas to add content and navigate between.
Adding Graphics-These
will be images or pictures made with Photoshop which can be added to the
application.
Making Button-This
is an action we can add to a graphic to send the user to another place on the
timeline or web link. Buttons can be made in the Photoshop software as well.
Integrating an Information Architecture-This is the organization of content
intended in the design of the application.
 Technical Components:
Use of professional
presentation software
displaying on
Tablet Devices
Group Components
Teamwork:
Organization of content as a small group
Clear and Professional presentation using software and
Professional presentation
Assessment Rubric/Self Assessment
Project 6: Aligned Learner Outcomes
Student 
Outcomes
Performance Indicators
Employability Skills? Or 21st Century
Outcome
Integrated Activity &Assessment
Professional
Presentation using presentation
software and tablet technology
Professional technology infused
presentation.
Teamwork
Collaboration
Technology task completion
Design/Layout skills
Problem solving
Project Management
1. Step by step tutorial outlining all
technical components of Flash application.
2. Students apply own project idea to
design.
 Group
Involvement
All students show an understanding of
all core material.
Marketing Strategy
Students present strategies for the
marketing of their app to a target market.
Presentation includes discussing the
process of design and development
Students are dressed professionally and
present with proper vocabularly.
 All
member participation and involvement.
Clear strategies for marketing
application in presentation.
 Use
of modern technology tools and descriptions throughout project presentation.
Collaborative Approach apparent in final project and presentation.
Assessment: Rubric

The Power Of “Hoop Dreams” Film In High School Curriculum

In the past 5 years in my Sports Marketing course we pretty much have developed a great ritual of watching the 1994 documentary film Hoop Dreams in the class. The classic tale of two Chicago high school basketball players seeking stardom facing  injuries,economic hardship,academic and the challenges of just growing up.

The film follows the two players through the 4 year odyssey of high school and their entrance into college in pursuit of the NBA. The story is a roller coaster of emotions and changing dynamics in the families of these players and also on the basketball court. As with any great film there are surprises and drama and engagement with the two main characters Arthur and William. Students attach themselves to the characters and can identify with their goals and perspectives.

It has become a timeless classic with my students as they have continued to stay engaged even in an age when there is so many potential distractions such as the web,games or apps. Of course I always have the students who jump on their phones or the web and google the players to find out their current situations and realities but these kids still stay engaged through the entire film. The film introduces students to the benefits of serious and critical inquiry with the medium of film.

No other film captures the imagination of students and keeps them following the story without distraction. The film also presents an opportunity to ask students hard questions about economic hardship,education inequality and racial issues. Check out the film below. I have embedded the film form youtube.

What does “setting high expectations and standards” mean to you?

Setting high expectations and standards means properly
evaluating the current conditions in which I want to improve and developing an
action plan which addresses the scenario. I am always developing an action plan
to improve current conditions.  I set
goals and communicate those openly in my environment. It has been beneficial
for me to communicate my expectations and anticipated results to all stakeholders.
When I communicate my expectations clearly I can have open and honest
conversations on a range of levels which provide a better understanding of the
meaning and purpose of larger goals.
When I have set high expectations from the very
beginning I have raised the bar of anticipated performance from the very
beginning. I have found in education that communicating goals allows students,
faculty and staff to feel as though they have been made aware of the agenda of
the organization and not only are they a part of the process but are also key
contributors in the process. This allows for all to be focused on several key
goals and helps develop buy in from others.
Holding others accountable to the standards that I
have set has helped provide consistency. When asking others to have accountability
it has been important to have clear expectations so the highest standards can
be met. It is also important to have accountability for the important benchmarks
in the process of setting high expectations and standards. To reach short and
long term goals groundwork needs to be established which expresses desired
outcomes.  I have always made my
benchmarks realistic and scaffolded to match my long range goals.  This has allowed me avoid critical setbacks
and better define problematic scenarios before they become larger issues.
Creating realistic benchmarks helped me hold others
accountable for the desired standards and outcomes. My creation of realistic
benchmarks helped me communicate clear reminders of the consistency necessary
to create a quality product. In our modern education system benchmarks and
standards provide a way to assess student progress in key content areas. The
ability to monitor how learning goals are met is critical to evaluating student
learning and teaching effectiveness.
In my experience, when expectations are
set high individuals achieve more and work to their potential. This is
especially true with technology education as there is usually a lot of work
before visible results.  It is critical to set high expectations but also to
make others feel as though they can reach them by being supportive and clear
about the steps to meet them.  When
setting the expectations I try not letting others feel as though they may fail
but to create the best result they can produce.
In my experience integrating technology into
classrooms the settings of high expectations means already having a solid
groundwork of skills I expect that students and the teacher to possess.
Technology in the core of the lesson or unit can be represented as software, tools
or an interactive experience. When these components are integrated into the
core lesson it becomes the mission of the teacher to engage students with the
development of fluency using the tools and a product which is a result of the
experience or these components. The level in which the learning environment is
transformed by the engagement of students and acquisition of skills in
purposeful expressive ways represents the range of outcomes and surpassing
existing benchmarks and meeting high expectations.
I have always placed a high priority on
high level interaction with technology and media. Each student must extract
from the experience of using technology a beneficial experience, acquisition of
a new tool or increased fluency of technology skills. Each experience must be
designed to scaffold learning of known tools and have a meaningful impact on
the negotiation of knowledge by the student.
.

Technology Curriculum & Instruction Portfolio

Below is a link to my curriculum and instruction portfolio as it relates to technology curriculum development and consultation experiences.

Innovative Experiences-Daniel Downs
     
     My most innovative experience in education
has come from the process of developing a curriculum focused in the development
of mobile applications. I consider this experience innovative because it
addressed a gap in the curriculum between web development and the modern use of
mobile application technology on devices. Addressing this gap was a process of
understanding what the existing curriculum addressed and projecting what the
future needs of web development curriculum would need. In developing the
curriculum and presenting the benefits to a variety of audiences, I was able to
make several amazing professional contacts. 
These contacts put me into a position to be able to write the curriculum
into the community college curriculum as a part of a Department of Labor Grant.
This experience enriched my knowledge of curriculum development and also
provided me with a range of teaching and presenting experiences.
     Identifying
the critical tools and resources which would make the curriculum successful was
a dominant part of its success. It was my goal with the curriculum that it is
written to address a range of learners. To address a range of learners in the
field of Computer Science is not always an easy task. Often students interested
in Computer Science fields have a hard time finding courses which address a
range of learning levels. I chose to address this concern by creating a curriculum
strategy which focused on the design process, integration of technology components
and testing and debugging of  mobile applications.
By integrating these different stages I was able to integrate an authentic
approach to student’s projects. Students were able to choose the topic of their
design based on an authentic question and design the technology components to
meet their design. This process assisted in making the applications address
real world questions and teach relevant employability and workforce soft
skills.  Students of all skill levels
have now successfully created mobile applications using the tools and
curriculum I outlined.
This
curriculum and my introduction of it to my classroom gained national attention
from TheJournal.com and opportunities to consult with other school districts and
technology departments. These interactions have added to the continual revision
of the curriculum and its adaptations to a variety of age levels. Receiving
positive attention for my initiative provided me with the confidence to
continue developing a variety of new courses related to technology and
multimedia. These developments would never have been possible without the
creation of a vision for how something could be improved and developing a plan
for the integration. I was able to apply out of the box thinking and find
resources which brought together the technology driven components of creating
apps for devices (software, tablets) and the curriculum components such as
rubrics, outcomes, and teacher developed training videos.
These
successes have continued to influence how I develop lessons and assessments. I
have successfully develop blended lessons using video formats and
several hundred tutorial
videos online to assist with learning technology skills and software. I have
also developed new forms of video assessments for students that allow them to
describe their learning experiences and development of skills. Gaining
recognition for my work has been a great reward but the greater reward has been
the push it has given me to design better learning tools and assessments for
students. I am challenged everyday to create ways to introduce technology to
students and inspire a high level of productivity with the tools.

Teaching A Business Centered Project With Adobe Media Tools In A Flipped Classroom


Recently I began a unit in which students needed to conceptualize themselves as the creators of their own
web design/graphic design business with multiple project outcomes such as a logo in illustrator, business card with Photoshop but using the logo,a brochure with the same designs and finally a webpage.. The first goal was to have component of the projects drawn out on a piece of paper before the students decided to design it with software. I wanted students to conceptualize without graphic software. I felt this would force them to adjust their approaches with the available tools and also force me as an instructor to help with a more wide selection of tools.

Once this was done I asked students to use their cell phones to photograph their drawing and email it to themselves and then enter it as a template into the design software.

Screen Cast Mobile App Design Critiques:Video Based Assessment Models and Iterative Practice

Today was my first experimentation with using screen-casts as means to have groups critique other groups designs in the early stages of development of their mobile apps. I began with having students design a graphic layout of their application ideas with a paragraph describing the purpose and goals of the app to users and the market. I then had each group provide a critique of 2 other groups for some variety. I am anxious to see how this influences their development process with their mobile designs.

The idea for this assignment cam from one of the readers of my dissertation research on PBL curriculum with mobile development mentioning that at Google they do these kinds of continual evaluations all the time. I am interested to see how these critiques influence motivation to complete projects and also the ownership of the project.

Below are some preliminary goals.

Goals For This Project:

1.Engaged speaking and dialogue about the design process.

2. A preliminary assessment based on known group goals.

3.A record of critique in which groups can watch and use to improve their project.

4.The discussions can initiate a redesign process and create continual improvement of the project.