Mobile Application Curriculum Approaches: Defining The Differences Between Web and Native Apps

When the discussion of Mobile development projects begin a critical perspective on the differences between Mobile web and Native applications. Currently, most students of mine consider native applications the main goal of their development. This is the application which is downloaded directly from a app store or library and placed on a device and developed using programming languages such as Java or Objective-C. 

A web application can be a application which is viewed in a web browser like a web page but could be developed using a variety of languages such as HTML5,CSS,Javascript  or Jquery libraries. I have collected the resources below to help translate the benefits and weaknesses of each. I have also listed resoures which connect the development process to the marketing strategies linked with each. 

Use these to guide your own teaching or development process.

Critical Questions Before Exploring:

What are the differences between web and native applications?

What are  key issues in marketing strategies for Web versus Native Applications?

How can you compose a device specific marketing strategy for a mobile application?

Section 1.: How Are Web & Native Applications Different

Step 1.

Read: Web Vs. Native How to Make the right choice

This document outlines in clear language the difference in Web and Native Applications as well as other hybrid development. Use this reading to understand these differences and begin to envision which strategy may be best for your strategy.

Step 2.

Read: Web Vs. Native  

This document provides the overview of the market of native applications and the continuing development of web applications and resources becoming more available for creating applications. This article also outlines the continuing development towards creating a consistent user interface between application types. On page 52 a

clear graphic expresses the variety of different devices which challenge developers to create consistency and positive user experience across devices.

Step 3.

Read: API’s For Web W3C

This source provides the list of current web based resources for web applications. This list has been created by the W3C(WorldWideWEb Consortium) to inform those who are interest in web based applications of the available API’s (Application Programming Interface) for the web. This source can be used to assist you in strateging your approach when choosing technology for your application strategy.

Web vs. Native API Research

The provided resource describes a research project which revealed a misunderstanding amongst developers that many of the available API’s for mobile

development are solely for native applications. This is an important component for your strategy as you need to provide technology which works with your device strategy and application plan and provides a counter opinion on the wide availability of web based API’s.

Part II: Market Strategies For Web & Native Applications

Case Study Research:

Software Engineering Issues for Mobile Application Development

The case study provided provides not only a description of a mobile project but it also describe the landscape of mobile application development. It provides the introductory context of development and also the choices and options for the team for choosing between web based applications and native.  The inclusion of best practices,user interaction and the conclusions drawn by the researchers about the mobile web applications make this a beneficial reference for those who look toward spearheding their own project.

Part III: Developing A Device Strategy

Device Agnostic Approach

The reading titled “The Device Agnostic Approach” provides a perspective of the design of applications which is web dependant not so much for the sake of using one tool over the other but for the sake of taking advantage of the web without thinking about being device dependant. This artice can help you envision a project for a variety of devices by focusing on the web.

The What Why & How Of Mobile Applications(Page 20)

Starting on page 20 a breakdown of some of the current market perspective and language related to web applications and native applications is described. This chapter of a larger resource provides a real world and relevant context for evaluating the impact of choosing platforms and technology to integrate into  project.

Designing Mobile Experiences (Starting at slide 182)

Using the presentation introduced in earlier lessons go to slide 182 and review the area which breaks down in visual form the basics of web and native applications. Use the central questions from the presentation(provided below to help envision your strategy). These questions can be answered with the answering of your third assignment question which asks you to create a device strategy for yout idea and consider screen sizes and resoultions.

It is important to consider the variety of devices and concepts when designing the information architecture.  Designing for the future of how the application will be used provides the most benefits for the user and business which developed over the long term.

After considering the device and platform  the user will be using consider how the graphics will be managed on your device. Use your knowledge from the information architecture layout to consider what images will be shown and how large they will be rendered on the chosen device. It is important to have a device in mind and determine how large the images will be shown on each specific screen.

Important questions to guide learning about the differences in web and native applications.

1.How will different sizes be managed in the design?
2.What is your device strategy?

3.Do you plan on developing for multiple devices?

4.How will this step translate in your design?

Instructional Technology Update & Highlights From Andover Innovation Lab Week Of February 24-February 28th, 2014

The state of teachers engaging in new projects with technology at Andover High School!

On Monday, the help desk received some older laptops to assist with projects for blogs, web development and using Google tools. Myself and the Lab Coordinator Zachary Griffin worked with Social Studies staff during their department meeting time to add links of resources, images and presentations which were organized according to different courses. The staff did a great job at learning how the technology worked and could immediately benefit from sharing between course and curriculums.

Teachers have been very open about making regular appointments with me to learn more about Google Drive, Forms and Google Groups. The teachers are fine tuning their knowledge with Wikispaces and using hardware such as scanners and their interactive boards. I have spent the past week working with 5 teachers beyond the Social Studies department with improving their skill base with Wikispaces to enhance in their classroom web space.

On Tuesday I met with Dr. Allen from the World Languages department and we circulated ideas surrounding the creation of a website for the World language department at the high school. The page would focus on sharing the focus of the program at the high school and also spotlighting its great faculty. Myself and the help desk will provide the layout and we will work to get them started.

Paula Westmacott a Special Education teacher at the high school dove into learning more about using her interactive board when she with me on Wednesday. I was able to walk her through step by step related to the Epsom Interactive hardware, software and pens. She will be mainly using a series of websites and documents with the interactive board. She is excited to integrate this knowledge into her SMART goals as an educator and use it in a variety of collaborative classroom activities.

Additionally, I was able to assist Physical Education teacher Carol Martini with the creation of a portion of her slide show for her “Warrior Way” program she will be presenting to students over the coming weeks. She made a great slideshow using her iPhoto tools and I worked with he in iMovie to add 2 different songs over the photos. She then embedded this video into her presentation.

Health teacher Holly Breen is using the sharing options within Google Drive to

enable students to share work more efficiently and return feedback to students

faster. She has also adopted the Chrome Browser for the use of Youtube resources in the classroom as well. 

On Thursday I was able to attend a training based in the development of an advisory program at Andover High School. We read a variety of interesting and intellectually stimulating articles surrounding the development of students emotional and intellectual well being. We were also able to thoughtfully consider what a program the High School would look like and who it may serve. I look forward to being part of this process moving forward.

Also on Thursday, a great article featuring the Andover Innovation Lab & Help Desk was published in the Andover Townsman. Dustin Luca included great photos from students projects at the help desk and highlighted some of the benefits we bring to the school.

Here is the link:

http://www.andovertownsman.com/education/x1196458307/From-support-squad-to-innovators

To close the week I finished the final draft for a potential grant from the AEA for some Google Chromebooks for the Innovation Lab/Help Desk. Here is a link describing more about what this web based laptop has to offer students. We hope to integrate tools like these at the help desk moving forward and provide a model of success related to technology integration.

New YouTube video - CIT 110 Homework Week Of February 12 2014

CIT 110 Homework Week Of February 12 2014



via IFTTT

The Difference Between Technology Use in the Classroom and Student Engagement (web 1.0,web 2.0,web 3.0 tools)

When evaluating technology use in the classroom it is important to examine the tools you are currently using and determine if you are using technology tools as a method of one way communication and passive sharing or are you asking students to engage on a deeper level with your content. 

Engaging students often means enabling the to  collaborate with shared documents or completing online assessments prior to entering the classroom.

Differentiating between these tools becomes a matter of understanding the differences between what are commonly called Web 1.0 and Web 2.0 tools. Here are two definitions of these tools as well as the evolving Web 3.0 tools. These are taken from Digital Inspiration (http://www.labnol.org/internet/web-3-concepts-explained/8908/)

Understanding and differentiating how these tools can be used in the classroom is an important decision which impacts the level of integration/collaboration you will get with students. Most 21st century learners engage with the use of 2.0 tools in more impactful ways than the use of “static” read only content of the pre-2006 web. Consider this list when choosing a tool and what the students receptivity to the content will be.

Further Reading:

Key Differences in Web 1.0 & Web 2.0-Web 3.0

http://journals.uic.edu/ojs/index.php/fm/article/view/2125/1972

New YouTube video - Andover Innovation Lab Eli the Great and Magnificent

Andover Innovation Lab Eli the Great and Magnificent



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The SETT Framework: Evaluating Special Education Assistive Technology-TIE Conference Holyoke,Ma January 2014

On January 14th, I had the opportunity to visit The "Technology in Education" Conference put on by the collaborative.org organization in Holyoke, Ma at the Kittredge Center at Holyoke Community College. It was my first visit to this conference and was able to benefit from the small focused presentations made by educators predominantly from the western part of the state. 

I was accepted as a presenter for this conference and made a presentation to approximately 30 educators/administrators on the tools and resources for beginning a Mobile Application Development course. I presented using a Google Presentation but also included links to a website I am currently developing which contains all of the lessons I have created for the Bunker Hill Community College 

Courses Mobile App Development Certificate. I shared these resources and also a variety of videos students in my classes have made of apps made in a Project-Based Learning environment with technology. Here is a link to the resources and presentation.

https://docs.google.com/presentation/d/1zcQ3huA3-wKS2R34FgxgJ8AHqW9D12Pyg6sAwR7Q0WE/edit

http://(http://

After my presentation I had the pleasure of sitting in on a fantastic presentation from Dale Gardner-Fox, Jeanne Tuthill and Allegra Osborne. Their presentation "Are You SETT to go?" outlined the barriers to successful Assistive technology implementation in special education. They described the frustrating problems of choosing tools which don't fit students’ needs and abilities, lack of proper training, environmental factors as well as the timeliness and appropriateness of the assistive technology. 

The presenters described and outlined the "SETT" model developed by Joy Zabala(http://www.joyzabala.com/) as a beneficial process to help asset in best implementing assistive technology. SETT stands for 

Students, Environment, Task and Tools. Each one of these elements are collaboratively evaluated in teams which take into account consideration of the student needs, selection of proper technology, a plan for implementation and a process for evaluating the effectiveness of the process.

The SETT framework counters several large issues with assistive technology:

1. Poor implementation and planning of Assistive technology.

2. Consistent and Appropriate Use of Assistive Technology

3. Due to cognitive weaknesses "Tech & Content" cannot be expected learning goals due to

Cognitive failure.

4. Helps avoid "learned helplessness"(when students perceive frustration to the adaptation to the use of technology).

The SETT framework is a four part model using a collaborative approach to using the technology we want to use in the special education classroom. The stakeholder team makes things happen and students in some instances can be part of this decision.

1. Student: When addressing the students’ needs with assistive technology it is important to carefully consider the selection of digital tools which take into consideration the needs of the student and how they will be implemented into the classroom.

·         The consideration and selection process should be continual and use the IEP as a guide.

·         Selection should be based on what the stakeholders see the student as being able to do.

·         What barriers and potential successes are available with the tools?  

·         Developing student motivation to use the technology is beneficial for success.

·         The most important factor with tools is that there is a plan for the evaluation of the effectiveness which is done with a team approach including all stakeholders relative to the student (paraprofessional, teacher, administrators, aides, parents). 

2. Environment: Determining the environment in which the technology will be used is also a critical component to the SETT framework. 

Data from the environment should be collected from a variety of sources:

·         Strengths and Concerns

·         Physical Barriers

·         Expectations of others.

·         Outside of school environment.

·         Possible low-tech adaptations

3. Tasks: What is the point of the Tech?

It is important to directly address the purpose of the technology and how it will be used.

·         Is it going home?

·         Is it connected to real goals?

·         Do the tasks learned align with active participation in all environments (communication, instruction, productivity, environmental control)?

An assistive technology plan helps keep accountability with the student.

4. Tools: The tools are the choice of devices, applications, computer/web based technology used in the classroom/home.

·         Devices should support learning, communication and social goals (Intellitools, IPad, Apps).

·         Services and training should support the staff and student needs.

·         Specific strategies should be in place to create motivation with the tools (music, writing, normative activities).

This framework enables a real evaluation of how assistive tools can be used and supported in the classroom. The critical components are that the major stakeholders are involved in the decision making process and an alignment of the learning goals and technology used is made as tools are chosen. This framework can also be used as a district strategy for educating staff on the evaluation of assistive technology by adjusting the model as a district vision.

S-Student=District Personnel

E-Environment=District Level Knowledge

T-Tasks=Staff Implementing Technology

T-Technology=Technology Both High & Low Tech

By replacing the variables of the traditional model with district staff a plan for educating your district with the beneficial strategies of assistive technology alignment can be gained. A critical role in this process is the district level knowledge of the importance of a plan with assistive technology and also the training provided staff for the implementing of the technology into the classroom.

The training this presentation provided was well conceived and beneficial to my workplace environment as a high school digital learning specialist who works with devices in the classroom and student strategies.

Instructional Technology & Digital Learning Andover High School Week of January 13-17

During a week in which most teachers are preparing for the end of semester exams many teachers are still working at integrating a variety of tools into the classroom. I had a chance at the last faculty meeting to present some of the components of using Google Docs with files and some of the benefits of collaboration with these tools. Being able to share these tools has opened up a variety of conversations with teacher’s which has extended from just creating Gmail accounts and exploring the collaboration features to developing Google Forms for Assessment in the classroom.

Teacher Highlights:

Teachers in Foreign Language are integrating variety of podcast tools in the foreign language department to help students learn language. Students can participate in lessons driven with native speakers and deep embedded vocabulary.

For the purpose of improving her connection to her students with web based content a teacher is developing a blog using the Blogger format from Google. She has developed a variety of lessons and media to support her existing curriculum. She will be rolling out the website in the new semester. I have had the benefit of working with her to develop the technology which supports her teaching methodology.

Teachers in the Social Studies department are in the process of reviewing web based tools in which to store and share links of curriculum content to share and collaborate with. Teachers were introduced to tools such a Wikispaces (http://www.wikispaces.com/), Portaportal (http://www.portaportal.com/), Urlist (http://urli.st/) and https://delicious.com . These tools can add layers of productivity and collaboration between teachers. For the document outlining these tools click here.

Teachers are beginning to integrate Apple TV into their classroom environments either by projecting their desktops to their class or using the built in applications. Apple TV is an additional piece of hardware which enables “sharing“of Apple devices (IPad, MacBook’s, and Phone’s) to the projector. This technology is particularly beneficial to classrooms in which has access to the IPad or MacBook carts so that students can project their device as well. To learn more about this technology check out this page from Apple.

Co-Teaching Experiences

I had the opportunity to go back into Karen Stevens-Mazmans' class and teach a web design lesson using HTML (Hyper Text Markup Language) and CSS (Cascading Style Sheets) for a marketing webpage assignment she is giving to students. Students are creating promotional websites based on a product. Click here to see her lesson write up. Going into her classroom is a great opportunity to share my skills and deepen the skills learned in the Marketing curriculum. It’s great to see the student’s interest grows as they learn how to code and change the appearance of websites.

Andover Innovation Lab/Help Desk

Students are in the final phases of their independent technology driven projects at the Innovation Lab. We currently have a student creating a mobile application (Eli Gukovsky), researching Minecraft in Education (Viabhav Patel) and learning the programming language Lua (John Makiej). These students will be presenting their final projects during the finals week in an online platform. For more information visit:

http://www.andoverstudentrunhelpdesk.blogspot.com .

Teachers are well into the swing of adapting to all the new technology provided to enhance their teaching and learning. Wireless projection and understanding the intricacies of their new MacBook’s  is beneficial to student engagement but we also want to continue a deeper level of integration of a variety of web tools such as Google tools, Workspaces and a variety of Ipad applications which enhances student understanding of core concepts. In the Science Department a recent influx of new applications for their Ipad carts has enabled them to demonstrate Physics, Engineering and core Physical Science content online.

These updates are just some of the continual evolvement that is going on with technology driven initiatives at the high school across curriculums.