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Q3 L1 Introduction To App Inventor

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9 views16 pages

Q3 L1 Introduction To App Inventor

Uploaded by

Clyde Rivera
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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Getting to Know

App Inventor
Lesson Objectives:
• Define the App Inventor application
• Recognize significant events that led to the
development of App Inventor
• Install the App Inventor 2 application
Overview, History and Development of App Inventor

• an online development platform that anyone


can leverage to solve real-world problems
• provides a web-based “What you see is what
you get” (WYSIWYG) editor for building mobile
phone applications targeting the Android and
iOS operating systems
• uses a block-based programming language
built on Google Blockly and inspired by
languages such as StarLogo TNG and Scratch,
empowering anyone to build a mobile phone
app to meet a need
• To date, 6.8 million people in over 190
countries have used App Inventor to build
over 24 million apps.
• Its interface is offered in more than a dozen
languages.
• People around the world use App Inventor to
provide mobile solutions to real problems in
their families, communities, and the world.
• It has also been adapted to serve
requirements of more specific populations,
such as building apps for emergency/first
responders and robotics.
- conceived the idea of App
Inventor while on sabbatical at
Google Labs in 2007
- had previously taught a course
at MIT on mobile programming,
but at that time mobile app
development required
helloworld.mit.edu
significant investment on the
Prof. Hal Abelson part of developers and
development environments
publicly announced the Android
operating system in 2007

Also in 2007, Abelson and Mark


Friedman of Google began
developing an intermediate
language between the blocks summit.appinventor.mit.edu

language and Java APIs for


Android, called Yet Another
Intermediate Language (YAIL).
Yet Another Intermediate Language (YAIL)
- intended to help younger learners program for Android
- generated from a block-based language based on OpenBlocks
and the design of which was drawn from StarLogo TNG
- its user interface and related components embodied Papert’s
idea of “powerful ideas in mind-size bites”
- its Google version terminated at the end of 2011, but the
educational technology was transferred to MIT so that
development and educational aspects could continue
cmsw.mit.edu tedxbeaconstreet.com
techvik.in

Prof. Abelson joined Prof. Eric Klopfer of the Scheller


Teacher Education Program lab and Prof. Mitch Resnick
of the MIT Media Lab, forming a group called the
MIT Center for Mobile Learning to carry on the App
Inventor vision.
In late 2011, Google transferred
stewardship of the App Inventor
project to MIT. Much of the
development focused on
increasing capabilities to support
educational goals of the project.
At this time, the team developed
additional curricula, making them
freely available to teachers for
computer science and
computational thinking education.
The MIT team also hosted a number of 1-day
workshops, primarily around the northeast United
States, training teachers in the pedagogy of App
Inventor. They now focus on guided and open
exploration in their materials rather than presenting
students with step-by-step instructions in order to
encourage self-guided learning.
By making mistakes,
students have the
opportunity to practice
more of the
computational thinking mit-cml.github.io
principles, such as
debugging, described by
Brennan and Resnick.
Technical development at MIT focused on development
of new components including:

cloud-oriented data storage


(CloudDB),

robotics (LEGO™ EV3),

and geographic
visualization (Map).
App Inventor team also developed Internet of Things related
extensions so learners could interact with physical hardware
external to their mobile devices, and to leverage the growing
collection of small computer boards, such as:
Arduino,
BBC micro:bit,

and Raspberry Pi.


To this day, the team
continues its work of
development, creating
complementary educational
materials in parallel.

news.mit.edu
References:

• https://link.springer.com/chapter/10.1007/
978-981-13-6528-7_3
• https://appinventor.mit.edu/explore/ai2/wi
ndows.html

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