Capitalizing on App Development Tools and Technologies

By Kenneth J. Luterbach, East Carolina University and Kenneth R. Hubbell, Ingersoll Rand University

©Association for Educational Communications and Technology 2015

Abstract of app development tools and technologies invites consideration along multiple paths, some Instructional developers and others creating of which are evident in the following questions. apps must choose from a wide variety of app Does everyone have essentially the same development tools and technologies. Some app conception of an app? What benefits accrue to development tools have incorporated visual those who learn to develop apps? What costs programming features, which enable some drag do those learners incur? Should everyone and drop coding and contextual programming. learn to develop apps? What similarities and While those features help novices begin differences exist among app development tools? programming with greater ease, questions arise Is there a particularly good app development about the overall utility of visual tools for app tool? Is there an authoring tool that enables development. Analyses and comparisons of developers to create apps for both desktop and app development tools and technologies would mobile platforms? Is there a particularly good make their advantages and disadvantages app development tool for creating instruction? apparent, enabling instructional technologists Answers to those questions will provide to make informed decisions about tool selection. insights into how educational technologists may Toward that end, this work generated a new capitalize on app development tools. fram ework for comparing app development Some scholars and commentators assert tools. The criteria that comprise the framework that everyone should engage in computer were then used to compare multiple authoring programming in order to develop computational tools and technologies for creating apps. thinking ability (Grover & Pea, 2013; Three app development tools, namely Corona, Resnick, 2012; Prensky, 2008; Wing, 2006). LiveCode and MoSync, emerged as particularly Computational Thinking (CT) is regarded as noteworthy for their utility and flexibility, and essential for literacy, which puts CT on the same because they are free of monetary cost or have a level of importance as reading, writing and free version. arithmetic. Essentially, the claim is that a literate Keywords: app development tools; citizen must have developed sufficient CT computational thinking; instructional apps capacity (including, for instance, abstraction, echnological changes to development information representation and algorithm tools continually present challenges and design) to solve a wide variety of problems that opportunitiesT for instructional technologists and arise in many disciplines (Abelson, Turbak, others. Presently, the availability of a wide variety Morelli, Martin, & Wolber, 2012; Grover & Pea, 2013; Wing, 2006). Importantly, designing

62 TechTrends • July/August 2015 Volume 59, Number 4 and implementing a variety of computer opening it with the mere touch of a finger. programs develops CT. Work to enhance the Though apps run in accordance with operating CT capacity of the general populace continues system software, system software is not regarded through initiatives such as the federally funded as an app. In addition to those views of apps, dissemination of instructional materials for App developers bring additional perspectives that Inventor to promote computer programming provide a more complete conception of apps. as an activity for everyone (Abelson, Turbak, Some app developers may even wonder at times Morelli, Martin, & Wolber, 2012). App Inventor whether to conceive of a website as an app. is a visual programming tool in which the For a robust view of apps, it is helpful to developer drags, drops and connects visual distinguish between web apps and native apps. In blocks to create a computer program. In a the early 1990s, when World Wide Web servers related initiative, faculty and students in the and browsers (clients) first appeared, websites Department of Computer Science at Wellesley delivered content. Users clicked on hyperlinks College, boosted by messages from President to read text; look at images; listen to audio; and Obama and myriad celebrities, seek to engage view videos. Soon developers sought to enable ten million people in one hour of coding user interaction through web pages. Through (Wellesley College, 2013). a Common Gateway Interface (CGI), web page There is a growing base of literature that and website developers began to present forms documents early efforts to teach development that users completed. Such functionality lead, of web apps (Hsu & Ching, 2013; Martin, for instance, to online shopping and banking, Pastore, & Snider, 2012) and diffuse augmented to blogging, to crowdsourcing in wikis, and reality development software (Holden, 2014; to virtual frog dissection for learners. Over Martin, Dikkers, Squire, & Gagnon, 2014), time, the technologies for user interaction on but literature on particular app development the web became more sophisticated and some tools and processes is still lacking. Missing are standardization occurred. In this light, it is analyses and descriptions of general-purpose possible to write an app with web technologies, development tools and a framework for namely HyperText Markup Language (HTML), comparing tools. This article seeks to address Cascading Style Sheets (CSS) and JavaScript. those gaps. First, this article ensures a shared In addition, through standardized libraries definition or conception of apps. Second, this of JavaScript code (e.g., jQuery, jQueryUI article discusses the motivation for learning and jQueryMobile), developers of web apps to develop apps. Third, this article provides a can include functionality created by others. framework for comparing app development For example, a JavaScript developer can use tools and technologies and compares twelve a jQuery function to animate an object or a such tools and technologies. jQueryUI object to implement a progress bar. Developers leverage the functionality available Conceptions of Apps in code libraries through an Application Programming Interface (API), which defines For breadth of understanding, it is beneficial the syntax required to incorporate a feature in to bring multiple perspectives to the conception the code library. of apps, which is actually a one-syllable A developer of a web app may wish to use abbreviation for applications, as in computer functionality in a code library to develop an applications or computer programs. One valid interactive instructional story or game, for in- conception of an app is that it is a computer stance. Such a developer may use Undum (un- program downloaded from an app store or dum.com), which is a framework for interactive service, which runs on a mobile device, typically fiction using web browser (client-side) technol- a handheld device with screen size approximately ogy. Similarly, Vorple (Vorple-if.com) is a li- 3” by 5” (phone size) or about 6” by 8” (tablet brary of JavaScript routines for implementing size). Less common today are computer apps interactive fiction. Developer tools for creating for wearable devices, such as wristwatches and web apps include text editors (e.g., Notepad, eyeglasses. One may also conceive of a program TextEdit, Sublime Text) and software dedicated running on a desktop or laptop computer as to web page development (e.g., Adobe Dream- an app. An app is a computer program of weaver, Microsoft FrontPage). direct benefit to users. An app may help a user The use of web technologies for deploying complete a task or entertain a user. Apps are apps is effective in many cases and offers often interactive, which require user input, but considerable platform independence. That is, in the case of an app to play music in a radio a well-tested and refined web app will function format, the app requires no interaction beyond in a web browser running under Mac OS,

Volume 59, Number 4 TechTrends • July/August 2015 63 , , iOS, Android and Can Experience API (see SCORM.com for more other operating systems, although web browsers details) enables organizations and institutions (e.g., Chrome, Firefox, Internet Explorer, Opera to track individual student performance. Of and Safari) are not equally effective. App the more than 1000 APIs (more than 200 in development for universal deployment through the education category according to one API web browsers requires testing across multiple tacking service, http://www.programmableweb. devices (including different versions of the com/apis/directory/1?apicat=Education), devices), distinct operating systems (including certain ones are available only in particular different versions of operating systems) and four development environments and only for specific or five popular web browsers (including different target platforms (e.g., web browsers, iOS devices versions of web browsers). Data gathering and Android devices). As evident in the section and usage metrics available through services on comparing app development tools, multiple like Google Analytics are another benefit to authoring tools are available to developers of developers of web apps because the data enable native apps. Some authoring tools restrict tracking of all devices through a single record set. the development of native apps to a particular In some cases, one disadvantage of implementing platform (e.g., XCode for iOS, App Inventor for instruction using web technologies is that Android) while other tools enable deployment direct access to functionality across multiple platforms (e.g., Corona, is lost. Consequently, accessing data from LiveCode and MoSync). an accelerometer or gyroscope, for instance, requires additional custom development or may Motivation for Learning not be available at all. Some app development to Develop Apps tools provide access to device functionality through a hybrid system, which enables The proliferation of apps on mobile de- developers to deploy apps on the web and use vices has moved and continues to move people some features native to the operating system of throughout the world further into the informa- the device. One variation on this theme is an tion era, in which users have also become cre- app, much like a web browser, though which ators. Such recognition enables one to gain a developers deploy their apps. Creating a web sense of the extent to which apps have impacted app, an app for deployment through a web many people worldwide. Can an instructional browser, is one viable option for developers. app have such widespread impact? Who can say Alternatively, app developers may use APIs what one instructional app alone might accom- dedicated to a particular operating system plish? However, there are nearly 3000 apps clas- in order to create native apps. In this way, sified in the Education category in Apple’s App for instance, any Apple iPhone or iPad app Store and thousands more educational apps in developer can make use of precisely the same Google Play and thousands more in app stores code for performing tasks, such as playing video at companies such as Microsoft, Intel and Ama- through the iOS video controller or opening a file zon, as well as an Educational App Store website through the File Open dialog, as a (www.educationalappstore.com) that provide at Apple. Consequently, use of native APIs additional commentary and sorting of educa- makes it possible for an app developer to tional apps. Even though some educational apps provide the look and feel commonly experienced across the app stores are duplicates, with over by users of a particular platform (i.e., device and 190 million mobile app downloads per day (ABI operating system). Apps for Android devices Research, 2014), the app distribution infrastruc- draw on code in Google’s Android API. APIs ture is an effective app deployment method. also exist for developing apps that run on the Learners, parents, teachers, app developers and Kindle and Blackberry platforms, for instance. others - particularly instructional technologists Further, some APIs enable development of apps – may benefit from such an efficient method for for wristwatches and eyeglasses, among other offering instruction. While recognizing that an devices. While creating a native app, a developer instructional app may reach a large number of may also leverage code in special purpose APIs, learners, it is also helpful to recognize alternative such as Google’s API for displaying a map of uses of app development tools. a particular address, or any of the numerous Some app development tools enable the commerce APIs for processing a payment given development of multimedia presentations credit card information. A common API for without any knowledge or skill in computer apps that makes intensive use of graphics is programming. These app development tools Open GL (GL for Graphics Library) and Open feature visual user interfaces, which enable one GL ES (ES for Embedded Systems). The Tin- to create slides or “screens” or “cards” to display

64 TechTrends • July/August 2015 Volume 59, Number 4 text and images, as well as to play audio and to compare app development tools that are free video. These features provide an alternative of cost; target a variety of platforms, including environment to PowerPoint or Prezi for K-12 Android, iOS, Kindle, Blackberry, Windows teachers or college professors who may assign Phone, Mac OS, Linux, and Windows; and students the task of assimilating or synthesizing enable different forms of app development, content for presentation by having their students whether through visually connecting blocks, create an app. LiveCode is an example of such an dragging icons to a stage, or coding in a text app development environment, as is XCode, at editor. least to some extent. There are some limitations in current versions of LiveCode and XCode; the Framework for Comparing App inclusion of formatted text is not as easy as it is Development Tools in PowerPoint, for instance. However, this loss of functionality is offset by not having to engage This new framework for comparing app in computer programming to display text in a development tools accounts for research on the window. diffusion of innovations. In particular, Rogers Since app development tools enable (2003) identified five factors as having significant computer programming, learners and others influence on decision-making about whether to may use them as outlets for creative expression accept an innovation. Those factors are relative and problem solving (Luterbach, 2013a; advantage, complexity, observability, trialability Resnick, 2012). For some learners, the goal and compatibility to values. This analysis may not be the development of an app for considers criteria that enhance or inhibit those widespread distribution, but learning how diffusion factors. Specifically, the comparative to solve a problem, such as one in machine framework includes the following criteria: (1) learning, which can be done in as few as monetary cost, (2) ease of installation, (3) type ten lines of code, a coin problem (Demaine, of programming interface, (4) simplicity of Demaine, & Verrrill, 2002; Luterbach, 2013b), the computer programming environment or or to control robots like Lego Next. Further, (SDK), (5) type of learning app development skills for desktop and programming; (6) target platforms for deploying mobile devices will enable positive transfer of apps, (7) stability, (8) utility and adaptability learning to other development environments for developing computer-based instruction, in which a developer may encounter a software (9) instructional support for learning, and (10) development kit for wristwatches or eyeglasses. sustainability/maintenance. This transference also supports peer-to-peer Regarding the type of programming learning opportunities for mentoring and interface, some authoring tools include a coaching. Visual Programming Interface (VPI). These interfaces enable the developer to drag and drop Comparing App objects on to a window and set properties of Development Tools the objects through dialogs. Further, in a VPI, developers use minimal to no scripting in order The diversity of app development toolsaffords to connect objects. This analysis regards VPIs instructional developers a variety of options as easier to use than tools without that type of for creating instructional apps. This diversity, interface. In addition, instructional designers however, creates challenges for determining and others without programming experience which development tool to learn and use. This consider authoring tools that permit contextual section compares authoring tools designed programming easier to learn and use than tools solely for developing apps, which excludes that require knowledge about placement of code consideration of Adobe Captivate 7, which is in a source code file. For example, in contextual a software tool that added app development to programming, the developer includes the code an existing program for developing computer- necessary to respond to a button click in a code based instruction. Even though it is possible window for the button. Another criterion this to create apps with Adobe Captivate 7 (Adobe, analysis uses to assess the complexity of the 2013), which is well suited to the development of computer programming environment is the some computer-based instruction, at this time syntax of the language. This analysis regards use of Captivate 7 for app development is limited use of code similar to the English language as because it was not designed to function as an simpler than syntax that focuses on symbols all-purpose app development environment. In that do not form words in English. addition to requiring that the tool be designed With respect to utility and adaptability of solely for developing apps, this analysis sought the authoring tool for developing instructional

Volume 59, Number 4 TechTrends • July/August 2015 65 apps, this analysis considered whether the tool mind when creating large apps or apps built enables responsive (resizable) design for auto- using portions of code from other apps. When fitting the interface objects to different screen developing a single standalone app, code sizes of devices running the app. Further, analysis reuse may not be very important; however, for of utility and adaptability considered the variety organizations developing multiple learning apps, of user-interface elements (e.g., buttons, menus, code reuse is critical to efficient production. scroll bars, windows, tables, lists, progress bars) Whereas developers of web apps routinely link available to developers, as well as the ease with to external JavaScript files, app developers using which developers can implement and alter the a contextual programming interface, unfamiliar objects. In addition, this criterion concerned with how code in a computer programming the rapidity with which developers can cycle language is structured, may not understand how between testing and editing (a feature that some to link to external files in order to include features are calling “Live testing”). Stability concerns available through APIs. Developers can add the frequency with which the development critical functionality to their apps with minimal environment terminates unexpectedly (i.e., additional coding by extending their programs “crashes”). This analysis also considered the through APIs. Additionally, developers of web number and type of compatible app deployment apps, unlike other app developers, can change devices. Of particular importance to novice an external CSS file to rapidly modify the developers, this comparative work assessed look and feel of the entire interface by altering the availability and quality of instructional colors, fonts and other visual characteristics. materials and forums in support of learning Developers using JavaScript and HTML also the tool. Lastly, keeping in mind the history of benefit from over two decades of revisions to authoring and development tools in the learning code libraries, tutorials and samples from which industry (especially recognizing the demise of to draw inspiration and support. Authorware, Director and MoGlue to name a Selection of an app development tool is often few), this analysis considered the sustainability a difficult task based on available resources, and maintenance of the tool. budget, developer skills and, most importantly, the desired learning solution. The selection Comparative Analysis process is cyclical, going back and forth between desired functionality and assessment of the Table 1 compares app development tools development tool’s features. In certain cases, across the criteria discussed above; the ratings for the development team may drive the selection particular criteria range from low (1) to high (5). process because, over time, they may have The evolution of app development tools is amassed a substantial code library that they use dynamic. The rating for the version of LiveCode to create apps. that immediately preceded Version 6.5 would Another key factor affecting selection of the have rated perhaps 1 out of 5 on the utility development environment is the target device. attribute because automatic resizing of objects Some of the tools listed in Table 1 are limited to for variable screen sizes was not available. In the a few specific platforms. Other tools create apps case of MoGlue (not in Table 1), the development that can be deployed everywhere. All of these and deployment platform was released in 2010 tools run on Windows and Mac OS. However, and by the end of 2013 the company had gone out to publish for iOS devices, developers must have of business, leaving their users without a means a Mac available for final preparation. Further, for continued development and maintenance. iOS apps must also go through an approval Corona has a visual programming interface in process before they can be released through the Beta testing and plans to add Windows Phone as Apple App Store. In contrast, Android apps can a target platform. When will those development be distributed through the Android Market or goals be attained? Will use of Lua (http://docs. through the web or local area networks. coronalabs.com/guide/start/introLua/index. Given those comparisons, instructors and html) increase, hold steady, or decrease? What instructional developers may select different new features will LiveCode 7 include? Will development tools for different purposes. For a new JavaScript API be created to support or example, MoSync Reload may be used for enhance instructional apps? While the future development and subsequent deployment of apps is uncertain, it is possible to address the current across a wide variety of devices while, depending state of app development tools. on prior knowledge of the learners, LiveCode Contextual programming does have some may be used for teaching how to develop apps. limitations and developers must keep these in

66 TechTrends • July/August 2015 Volume 59, Number 4 Table 1. Comparison of App Development Tools

Sustain- Type of Easy to Ease of Utility/ ability / Cost VPI Program- Targets Stability Support Install SDK Adaptability Maint- ming enance No App Visual Free install Yes 2 Android 3 1 3 4 Inventor blocks req. Native English Mac OS 5 (requires commands Windows installing APIs LiveCode Free 5 Yes 3 3 3 4 with terse Linux for iOS and phrasing iOS Android) Android iOS Android Corona Free 5 No 3 Lua 3 5 4 4 Kindle Native and Hybrid (Amazon Fire OS $249.99 to No – Android $19,999 reqs HTML, CSS, 5 (requires Phone Gap Free 2 2 BlackBerry 10 3 based on 4 HTML Javascript installing APIs) iOS level of editor Windows service Phone Windows 8 Tizen) ARIS Free n/a Yes 5 n/a All 3 1 2 1 Native and Hybrid (Android No – HTML, iOS 5 reqs HTML5, Windows 8 MoSync Free 5 4 3 (requires 2 4 HTML CSS, IE 10+ installing APIs) editor Javascript Chrome Safari Firefox Opera) Web-app (Android iOS 5 (requires Vorple No – HTML5, Windows 8 additional APIs (Library can reqs Free 3 3 CSS, IE 10+ 3 and custom 1 3 be used with HTML Javascript Chrome MoSync) editor Safari libraries) Firefox Opera) Wordpress Free 3 No – 3 HTML or Web-app 4 5 5 5 reqs HTML5, (Android (requires HTML CSS, iOS installing APIs) editor Javascript Windows 8 IE 10+ Chrome Safari Firefox Opera)

Continued on next page.

Volume 59, Number 4 TechTrends • July/August 2015 67 Sustain- Type of Easy to Ease of Utility/ ability / Cost VPI Program- Targets Stability Support Install SDK Adaptability Maint- ming enance Native (Android Free to iOS try + Windows 8 $1500 Blackberry 10 5 # or Unity3D + 5 5 4 IE 9+ 4 (requires 5 3 Javascript $1500 Safari installing APIs) per Firefox target Linux Mac Windows) No – Web-apps HTML5, 5 reqs (browser HTML5 Free n/a 3 CSS, 4 (requires 3 3 HTML must support Javascript installing APIs) editor HTML5) No – HTML, Native 5 Game Clo- reqs HTML5, Free 3 4 (Android and 3 (requires 3 3 sure HTML CSS, iOS) installing APIs) editor Javascript Free Built- Javascript, Native for In IDE 5 HTML, CSS (Android Rho Mobile open 2 with 3 3 (requires $$ 3 and Ruby iOS source simula- installing APIs) (optional) Windows 8) apps tor XCode Free 5 Yes 2 Objective C iOS 3 3 4 4

Summary and Conclusions frustrating. Corona is also unique among the noteworthy tools in offering two output targets, One should consider multiple factors before a text window and a device simulator. Corona choosing an app development platform. First, developers can build apps for distribution on the intended use of the app should drive the iOS and Android devices, as well as devices selection process. Second, cost is an easy way to running Android derivatives, such as Kindle eliminate some of the options quickly. Third, the and Nook. One advantage to novices of both a specific skills and ability level of the developers textual output window and a device simulator is will reduce the list. Fourth, the target device will that simple 5 – 10 line programs can be written further refine the list of options. At that point, to learn computer programming fundamentals. the list is typically short and one can make the The “Corona in 5 Minutes” tutorial (http:// final selection based on the factors relevant to docs.coronalabs.com/guide/start/helloWorld/ the app development project. index.html) introduces learners to both output By applying the new framework for options. Even though the purportedly 5-minute comparing app development tools and tutorial may take approximately 50 or more technologies, three development tools available minutes to complete, the tutorial enables first- at no cost emerged as noteworthy because they time to write code in order meet the needs of many instructional developers to create and run three apps, two of which and students of instructional development. are simulated on the device of the learner’s Those app development tools are Corona, choosing; the other, and first app, uses one line LiveCode and MoSync. of code to display “Hello World” in the textual Of the three particularly noteworthy output window. Experienced programmers may development tools, only Corona offers appreciate the two output targets for enhancing prepackaged device simulation. In contrast, debugging by inspecting values of variables in LiveCode and MoSync require the developer to the text output window while testing the app in spend time installing device simulators, which a device simulator. Corona developers create can be time consuming and, in some cases, apps using a text editor to write statements in the

68 TechTrends • July/August 2015 Volume 59, Number 4 Sustain- Lua scripting language. Developers can readily other online sources. MoSync uses freely avail- Type of Easy to Ease of Utility/ ability / move between text editing and testing, which is able technologies, namely HTML, CSS and Ja- Cost VPI Program- Targets Stability Support Install SDK Adaptability Maint- important for instructional development. vaScript. LiveCode and Corona are different. ming enance LiveCode may appeal to visual developers The Community version of LiveCode is free of in particular. The drag and drop interface for cost and open source. Though free of cost, apps including text, images, sound and video affords created with the Community version must also the developer the opportunity to create an app be open source (http://livecode.com/how-it- without any computer programming. When a works/open-source/). The commercial version developer does want to include code to make a of LiveCode costs $500 annually; LiveCode Pro more sophisticated app, the coding is contextual. is $999 annually. The Starter version of Corona That is, the text-editing window in which the is free of cost, but additional features are avail- developer enters code is associated with the able for annual fees, per developer, of $192, object. In LiveCode, developers use statements $588, $948, and $2388 depending on features similar to the English language and functional and level of support. Access to native API/librar- apps may have few statements. For example, a ies costs a Corona developer $948 annually. The button can respond to a mouse click or finger Beta version of the visual programming interface tap and take the user to the next screen (called a for Corona is available at the $588 pricing level card in LiveCode) by entering go to the next card (http://coronalabs.com/pricing/). in the code window of the button. To enable The app development enterprise is broad and a user to drag and drop a button, or any other dynamic, as well as open to everyone who wants visual object, the developer could put grab me to try developing an app. One starting point is in the code window of the object. Surrounding the “Hour of Code” tutorial (www.code.org), grab me by on mouseDown and end mouseDown which over 35 million people have tried. We en- would complete the coding and enable users to courage instructional technologists and others to drag and drop objects. To animate an object, learn fundamentals of computer programming the developer would use a move command. to foster computational thinking (Grover & Pea, LiveCode enables developers to readily switch 2013; Wing 2006). Additionally, app develop- between editing and testing. Through visual ment enables one to gain personal perspectives on and contextual programming, LiveCode enables contemporary society, which is influenced by soft- novices with no computer programming ware development (Manovich, 2013). For novice experience to begin developing apps quickly. developers, reusing and adapting (“hacking”) the MoSync may be especially appealing to examples of masters is important. Developing in- instructional technologists and others who structional apps involves the synthesis of content have learned HTML, CSS and JavaScript. knowledge, pedagogical knowledge and technical With knowledge of those technologies, a skills. With respect to instructional app develop- developer can, at once, create an app to run ment, one must acquire technical skills regarding in the MoSync client app on mobile devices particular computing devices, operating systems and in web browsers on desktop and laptop and at least one app development tool. In such computers. Deploying apps to multiple mobile light, instructional developers and the educational devices in MoSync is simple and fast, which technology field would benefit from additional makes for quick transitions between editing and comparisons of app authoring tools, especially as testing. Given that JavaScript is used to create applied to the development of instruction. Con- apps, developers can leverage the many stable sideration of server side technologies, APIs and extension libraries to enhance functionality. browser plug-ins of particular import to educa- For example, instructional developers may use tors would also advance the field. Discussions and Undum and Vorple to engage learners through demonstrations of innovative instructional apps in interactive fiction. Science, Technology, Engineering, and Mathemat- Learning any one of those three authoring ics (STEM fields), humanities, arts and other fields tools will enable instructional developers to cre- would advance those fields as well as educational ate multiple learning solutions. The availabil- technology. ity of excellent sample programs and thriving There are no perfect app development tools developer communities for Corona, LiveCode suitable for every instructional development and MoSync reduces the path to competency. project or for everyone learning programing to Though weak documentation is a shortcoming enhance their computational thinking. However, for both MoSync and LiveCode, when neces- the lack of one superior development environ- sary, one may utilize the excellent MoSync and ment should not deter one from learning to de- LiveCode forum communities or readily find velop apps. Opportunities abound for instruc- tutorials and additional information through tional developers and others with app develop-

Volume 59, Number 4 TechTrends • July/August 2015 69 ment skills for any platform. It is important for Demaine, E. D., Demaine, M. L., & Verrill, H. A. (2002). instructional developers to keep up-to-date with Coin-moving puzzles. More games of no chance, 42, tools, new platforms and changes to the target de- 405-431. vices. Keeping current allows developers to take Grover, S. & Pea, R. (2013). Computational thinking in K-12: advantage of the latest features and, ultimately, to A review of the state of the field.Educational Researcher, 42 (1), 38 – 43. deliver learning solutions wherever needed. Holden, C. (2014). The local games lab ABQ: Homegrown augmented reality. TechTrends, 58 (1), 42 – 48. Kenneth J. Luterbach is an Assistant Profssor in the Hsu, Y. -C., & Ching, Y. -H. (2013). Mobile app design for Department of Mathematics, Science, and Instructional teaching and learning: Educators’ experiences in an Technology Education in the College of Education at East online graduate course. The InternationalReview of Carolina University, Greenville, NC. You may direct Research in Open and Distance Learning, 14(4), 117-139. correspondence regarding this article to him via email at: Luterbach, K. J. (2013a). Building software development [email protected]. capacity to advance the state of educational technology. Kenneth R. Hubbell is Senior Manager, Learning Technology Educational Technology, 53 (2), 21–27. at Ingersoll Rand University in Davidson, NC. You may Luterbach, K. J. (2013b). Elegant Instruction. Journal of email him at: [email protected] Educational Technology Systems. 41 (2), 183-204. Manovich, L. (2013). Software takes command. New York, References NY: Bloomsbury Academic. Martin, F., Pastore, R., & Snider, J. (2012). Developing mobile Abelson, H., Turbak, L. Morelli, R., Martin, F., & Wolber, D. based instruction. TechTrends, 56 (5), 46 – 51. (2012). NSF awards grant for App Inventor Teaching Martin, J., Dikkers, S., Squire, K., & Gagnon, D. (2014). Project. Retrieved January 11, 2014, from http:// Participatory scaling through augmented reality learning appinventor.mit.edu/explore/news/nsf-awards-grant- through local games. TechTrends, 58 (1), 35 – 41. app-inventor-teaching-project.html Prensky, M. (2008). Programming is the new literacy. ABI Research (2014). Android will account for 58% Edutopia. Retrieved January 11, 2014, from http:// of smartphone app downloads in 2013, with iOS www.edutopia.org/programming commanding a market share of 75% in tablet Resnick, M. (2012). Reviving Papert’s dream. Educational apps. Retrieved May 12, 2014, from https://www. Technology, 52 (4), 42-46. th abiresearch.com/press/android-will-account-for-58- Rogers, E. (2003). Diffusion of innovations (5 edition). New of-smartphone-app-down York, NY: Free Press. Adobe (2013). Adobe captivate app packager. Retrieved Wellesley College (2013). The hour of code. Retrieved January 11, 2014, from http://helpx.adobe.com/ January 11, 2014, from https://www.youtube.com/ captivate/using/captivate-app-packager.html watch?v=FC5FbmsH4fw and http://www. wellesley.edu/news/2013/12/node/40715

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