This article was originally published in the fall 2014 Harker Quarterly.
These days, it seems, there is an app for just about everything, and young app developers have become one of the fastest-growing groups of technological inventors. Often working from home with little or no overhead, using free or low-cost app development tools, creative app makers are attracting the attention of technology companies and users worldwide.
With cell phones practically an extension of our bodies, useful mobile apps have the power to directly affect and improve the quality of everyday life. Indeed, app invention is fast becoming part and parcel of the digital revolution and widely being incorporated into computer science education curricula as the demand for fun, easy to use, new apps grows.
This is music to the ears of several Harker alumni, who have launched, or are about to launch, innovative new apps. Meet app designers Neeraj Baid ’13, Govi Dasu ’12, Daanish Jamal ’12 and his business partner, Adhir Ravipati ’05.
Giftbook: A Mobile Wallet that Stores Gift Cards
Before designing his latest app, called giftbook, developer Neeraj Baid ’13 had a vision: that no one should have to carry or lose plastic gift cards again. That desire led to the creation of giftbook (https://gftbk.herokuapp.com/), Baid’s fourth app for iOS (a mobile operating system developed by Apple for use with their iDevices), which stores gift cards in a centralized location.
“Giftbook is an app that makes spending and keeping track of your gift cards easy,” Baid said. “You can save cards from any retailer on your iPhone so you never worry about forgetting one at home,” he added.
The app, which is now available at Apple’s app store as a mobile gift card wallet, already has received overwhelmingly positive customer reviews. However, Baid is planning a design overhaul and a major update in mid- October that will enable users to purchase and send gifts through giftbook.
“I build features as they come up. For a major update like the one coming up, I’m often working the equivalent of a full-time job to ensure it’s ready by October. There’s also a fair amount of non-technical work involved, such as working with partners to allow me to sell gift cards in giftbook,” Baid explained.
In addition to his work as founder of giftbook, Baid also attends the University of California, Berkeley, where he is getting a degree in electrical engineering and computer science. Additionally, he worked as an iOS intern at Venmo, a company that provides a free, friend-to-friend, mobile payment platform app.
Among giftbook’s features is one that lets users know when they are near a retailer with a relevant gift card (with directions to closest locations); the card simply appears on the phone’s lock screen with easy accessibility. The app also uses a standardized approach to displaying barcodes, so gift cards are accepted by all retailers. To ensure security, sensitive gift card data (such as serial numbers and pins) are never stored on a server.
The apps Baid created prior to giftbook are Take Me Away, SpeakToSnap and a URL shortener for Google. Take Me Away allows users to travel the world from their iPhones by tapping a location button for any global destination, where they can view photos taken by real people, among other features. SpeakToSnap is a voice-activated camera, while the URL shortener allows users to quickly and simply shorten long and unwieldy URLs, using Google’s goo.gl shortening service.
Baid’s first app, SpeakToSnap, came about after taking the Global Online Academy iOS class offered at Harker during the spring of his senior year. “Harker really helped lay a critical computer science foundation,” he recalled.
“Every app I have built comes out of necessity for something I want in my own life,” he said. “For example, I built giftbook after graduating from high school. I needed a way to manage the huge number of gifts I received from graduation parties and already had from before. I’ve found that working on something you personally want is the best way to remain dedicated and complete it at the highest quality possible.”
The best way to learn iOS development, he advised, is simply by doing it. “Your first app won’t be your best – and it shouldn’t be. You’ll learn a lot from building something silly like a URL shortener, and that knowledge will be invaluable as you build your next apps. There are incredible iOS resource tutorials available online and pre-made app components,” he noted.
Learning Dollars: A Pilot Project Designed to Help English Learners in Developing Countries Land Jobs
Govi Dasu ’12 recently returned from a trip to India, where he spent his summer doing background research for an app he is designing, now in the pilot stage, called Learning Dollars. The socially conscious app aims to help individuals in developing countries improve their economic situation by landing higher paying jobs.
Dasu said he plans to accomplish this by first helping users to learn English and then connecting them with helpful resources to find better employment. The higher paying jobs in developing countries include vocations such as hotel workers, airport employees, cashiers, clerks and call center staff – all of which require English language mastery.
While in India, Dasu worked exhaustively on an experiment to see whether Rosetta Stone (a $400 software program) could teach English to someone unable to speak the language.
In doing so, he noted the ways the software could be made more comprehensive and effective for users in the developing world. One of his test users was a middle-aged cook named Geeta, who dropped out of school after second grade and does not know how to read any language (but can speak two). Extensively working with her helped Dasu gain an understanding of what kind of education technology works in developing countries, especially with people who are illiterate and (like Geeta) may not have used a computer before.
Before conducting his work abroad, Dasu believed that, if successful, “a free smartphone app that uses Rosetta Stone’s method might be able to help people in the developing world to learn English in order to gain access to higher paying jobs and higher education.”
While he walked away from India with mixed feelings about the viability of the Rosetta Stone program, it did not deter him from moving forward with work on his own app. Indeed, the testing process allowed him to note ways in which the software could be improved for users in the developing world. He said he came up with the name, Learning Dollars, because it has “learning” in it (i.e., learning English) but at the same time, it sounds like “earning” (as in earning dollars). He said he hopes to get a minimum viable product (MVP) out in the coming month. The program uses a Google app engine setup and coincides with his goal to dedicate his life to fighting poverty, promoting democracy and protecting freedom.
“Often the dollar – which besides being the U.S. currency, is the international reserve currency – is associated with a strong purchasing power in many developing countries,” said Dasu, who recently graduated (after just two years) from Stanford University.
During his years at Harker, he participated in many extracurricular activities, including serving as the school’s ASB vice president.
NextSpot: A Mobile App for Fluid Group Events
When Daanish Jamal ’12 and Adhir Ravipati ’05 partnered to create NextSpot, a mobile app that helps coordinate everyday meet-ups, they wanted to create something that they and their peers would find useful in their own lives.
Now available in Apple’s app store, NextSpot streamlines the details of such things as grabbing lunch between classes, catching a movie at the end of the week, enjoying a day at the beach, playing a game of basketball or planning a night on the town. It is integrated with Yelp and saves past favorite meeting spots, among other features.
“Say you’re a college student, trying to get 20-25 friends over for a party. What we’ve learned is that you’re not going to create a Facebook event (or Evite or Eventbrite) because that sets too formal a tone. On the other hand, messaging/group messaging is casual but too unorganized. NextSpot fits this use case – casual, organized events,” Jamal explained.
“We released a beta this past spring to select fraternities and sororities at Georgetown, USC, Stanford, Oregon and UC Santa Barbara. The feedback we received was overwhelmingly positive, and we are gearing up for our launch in a few weeks as well as raising our next round of funding,” added Ravipati.
Generally, it takes at least a few months to develop an MVP with the core functions of an app, Jamal and Ravipati agreed. After releasing an MVP, it becomes a quicker process developing the product based on user feedback.
Presently the talented duo are devoting themselves full-time to working on NextSpot. Jamal has taken a leave of absence from Georgetown University and Ravipati left his previous startup earlier this year to focus on launching the app.
They believe that their time at Harker helped pave the way for their current perseverance. “Harker has a great track record of occupational and entrepreneurial success amongst its graduates. I don’t know if it can be narrowed down to one or two things, but rather developing a problem- solving mindset that challenges you to look at problems differently,” said Ravipati.
This article was originally published in the fall 2014 Harker Quarterly.
Harker once again invited Bay Area educators to the upper school campus for the Harker Teacher Institute on June 7. Celebrating its 10th year, the event featured presentations by 17 Harker faculty members, who gave workshops on various ways to improve the learning experience in classrooms. It was also sponsored by the Silicon Valley affiliate of Computer Using Educators, an organization dedicated to the innovative use of technology in education.
The workshops explored many different tools and techniques. For example, lower school math teacher Eileen Schick’s presentation on Singapore model drawing demonstrated a visual method of solving word problems. Meanwhile, lower school English teacher Ann Smitherman demonstrated how using questions in feedback helps students better internalize the feedback they receive, and showed her use of comments in Google Docs to achieve this goal.
For his workshop on project-based learning, Juston Glass, business and entrepreneurship teacher, had attendees break off into groups and build structures using Tinkertoys to show how classroom projects can engage students and help them become more invested in the learning process.
Diane Main, the upper school’s learning, innovation and design director, showed how MinecraftEdu – an educational version of the popular computer game Minecraft – can be used to create classroom environments in which students learn how to work together to solve problems.
This article originally appeared in the winter 2013 Harker Quarterly.
Melissa Tronc, a lower and middle school teacher from St. Stephen’s College in Coomera, Queensland, Australia, visited Harker for two weeks in November for this year’s teacher exchange with the school.
Tronc had a particular interest in the many ways Harker teachers use technology in the classroom. While here she visited with Abigail Joseph, middle school computer science teacher; Scott Kley Contini, middle school assistant technology director; and Diane Main, upper school assistant director of technology. She also spent much of her time observing classes, such as Margaret Huntley’s algebra honors class, programming fundamentals with Michael Schmidt and Cyrus Merrill’s U.S. history class.
For the teaching portion of the exchange, Tronc taught several sessions of Diane Plauck’s grade 4 core math and grade 5 advanced core math classes.
This article originally appeared in the spring 2014 Harker Quarterly.
In early January, upper school chemistry and astronomy teacher Rachel Freed presented at the Google Apps for Education Summit in Napa Valley. Hosted by the Ed Tech Team, a self-described “global network of education technologists,” the summit brought together a wide variety of education experts to share how they use technology in the classroom. Freed’s presentation demonstrated how she uses a Web-based tool called LiveBinders to organize the teaching materials she uses in the classroom, including Google docs and online resources. Students also use it to submit their work. In addition, Freed’s session covered the use of LiveBinders to create a project-based environment and how she teaches students to maintain and maximize their online learning experiences.
They call themselves members of the CIA, although their work is anything but secretive. “They” are Harker’s tech-savvy grade 5 Computer Instruction Assistants (aka CIAs) who, in early March, gave a well-received presentation at the Silicon Valley Computer Using Educators (SVCUE) conference.
Seven group members (Andrew Chavez, Nikhil Gargeya, Jason Lin, John Lynch, Akshay Manglik, Russell Yang and Bowen Yin) spoke about their work as CIAs during SVCUE’s Teach Through Technology event, which was held at the upper school and attracted more than 400 attendees.
SVCUE is the local affiliate for San Mateo and Santa Clara counties of Computer-Using Educators Inc. of California (CUE). CUE and SVCUE are committed to networking, resources and the integration of all forms of technology throughout the curriculum.
“The 2014 Teach Through Technology event was a huge success!” enthused Lisa Diffenderfer, assistant director of instructional technology, adding that the conference included a variety of presenters and workshops designed to help teachers enhance the classroom experience by integrating technology. “The students did a great job representing the school and the wonderful work they are performing as a member of the CIA team.”
The CIA group comprises 18 grade 5 students. Both teachers and students can take advantage of the CIA website, which is hosted on the Harker server. Through it, classmates can submit requests for tech help, especially regarding ongoing issues. Also available on the site are helpful hints/tutorials for online programs, printable documents, FAQs, videos and other relevant applications.
To become a voluntary student tech helper, fifth graders must be nominated by a teacher, tech savvy and doing well academically. During CIA meetings, which are held during lunch, group members go over agenda items, such as establishing new networks and email protocol.
The main purpose of the group is to help other students troubleshoot minor issues while using their Chromebooks in class (major problems are directed to their teachers in computer lab). When a tech request form is submitted to the CIA, all members of the group can view it.
During the SVCUE conference, CIA members spoke passionately about their role as student tech helpers at Harker. “One audience member suggested that I pay these students for their services!” said Diffenderfer. “I’m going to start paying them in dessert at our lunch meetings. Another audience member from a local high school was very impressed with the students’ enthusiasm for assisting their fellow classmates and teachers.”
This story originally appeared in the spring 2014 Harker Quarterly.
By Debbie Cohen and Zach Jones
Even Democrats and Republicans agree on the crucial need for American students to become computer literate. To help meet that need, Harker, which already promotes computer science (C.S.) education in all grades, has been systematically upgrading its C.S. program at the middle school.
A new required programming class for grade 7 and an advanced programming elective were added at the start of the school year. Harker also beefed up various elements of the C.S. program for the middle school’s entire student body (grades 6-8).
The expanded C.S. program aims to provide students with a foundation to become well-rounded programmers in the future, according to Abigail Joseph, middle school computer science teacher.
“Courses at each grade level provide students with not only foundational programming concepts, but also curriculum that develop students’ critical thinking, problem-solving and design abilities,” she said.
“We are definitely seeing an upswing in interest in computer science,” reported Jennifer Gargano, assistant head of school for academic affairs.
Since Eric Nelson became the chair of the upper school computer science department in 2010, that program has matured significantly, now offering a number of pathways to students interested in entering the field as a career.
Nelson said his desire to create a comprehensive and effective C.S. program stretches back more than two decades, when he found himself unsatisfied with the level of competency he saw in many of his co-workers. “At that time I remember swearing if I was ever, ever in a position where I could teach students computer science, I would make sure I didn’t have people like this walking into my office,” he said. He began taking copious notes. When the time finally came for him to develop a curriculum, “I already had the framework, and so that’s what we ended up with.”
Upper school students fulfill their C.S. requirements in the Digital Worlds class, which covers basic concepts, how computers work and algorithmic thinking. Those who are interesting in furthering their C.S. education can take either an introductory or advanced programming class. Depending on their choice of class, students may then enter one of two Advanced Placement classes, one for introductory students and another for those who have completed advanced programming. Both AP classes lead into more advanced topics.
The program is also designed to allow teachers freedom to move students into different areas of the program as necessary. “If a kid says they’re interested in computer science, the first thing I ask is, well what have you done?” Nelson said. If their experience is limited they are directed to either of the starting programming classes. Those students who demonstrate a certain level of experience become eligible to take a challenge exam to determine whether they can skip the programming courses entirely.
“It’s not an exam on Java or any other language,” Nelson said. Instead, it tests the student’s ability to think algorithmically and their understanding of key concepts. “How they approach a problem will tell us that.”
Although the program has not yet reached K-3 in earnest, students do begin learning key concepts related to computer science, such as algorithmic thinking, problem solving and logical reasoning, as early as kindergarten. This year, kindergartners also will begin playing a board game that introduces some programming concepts. In the coming years, actual teaching of computer science will be slowly integrated into the lower grades.
Currently, grade 2 students are learning computer science concepts by working with robots that can be programmed by placing cards in a certain order. Next year, grade 3 students will use Pro-Bots that will be programmed manually to execute more complex instructions. Grade 4 students learn to program simple games, and grade 5 students go deeper into programming while also learning binary code and searching and sorting algorithms. “We do all of that with very little use of the technology,” said Lisa Diffenderfer, K-8 computer science chair. “We learn binary sort with a deck of playing cards. We learn some searching algorithms by playing ‘Battleship’-type games.”
As with the upper school, understanding computer science on a conceptual level is important to the lower and middle school computer science programs. “We really stress the underlying principles and fundamentals of programming and not one specific language,” said Diffenderfer. “We don’t want to teach one language because we don’t know what the language of the future is going to be.
It used to be C++ and now it’s Java. Who knows what it’s going to be 10 years from now?”
In fact, C.S. curriculum is so sorely lacking in many other schools that both President Barack Obama and House Majority Leader Eric Cantor, R-VA, have united to support the recent launch of the “Hour of Code,” a massive publicity campaign to promote scholastic computer science education.
Due to the global effort, more than 33,000 schools in 166 countries dedicated time to computer science education as part of Code.org’s initiative, which was timed to coincide with Computer Science Education Week in December. The Hour of Code was part of Code.org’s broader campaign to encourage computer science education in more classrooms.
“The impact of the Hour of Code to change communities and propel computer science education to a new level of awareness globally is tremendous,” affirmed Joseph.
The Bureau of Labor estimates that more than 140,000 computer science jobs are added to the American economy every year, making it one of the fastest-growing occupations. Yet, according to the National Science Foundation, just 40,000 college students are graduating with computer science degrees.
“When part of a high-quality academic program, computer science classes add an element that helps all students navigate our complex, technologically driven world. It also gives our graduates an edge over those who are not taught these increasingly essential skills,” Dan Hudkins, Harker’s K-12 director of instructional technology, was quoted as saying in an article that originally appeared in the summer 2013 issue of Independent School Magazine, and also was printed in the summer 2013 Harker Quarterly.
This story originally appeared in the spring 2014 Harker Quarterly.
Few days go by that Harker’s grade 4-5 students aren’t using Google Chromebooks in their classrooms. From accessing comprehensive online Spanish textbooks and vocabulary programs to showcasing multimedia history and English projects, Chromebooks are revolutionizing the way the fourth and fifth graders learn.
Handed out at the beginning of the school year to grade 5 students (and stored in class for grade 4 students), the Chromebooks have become second nature to both students and their teachers. The versatile devices are being used to do research, write essays, receive assignments, maintain calendars and more.
Some students enjoy being able to communicate with one another directly by creating electronic walls enabling them to “pin” constructive feedback on each other’s presentations. Others enjoy working in a more collaborative environment, as they do when they complete projects in shared documents and presentations. And teachers can now comment directly on students’ soft-copy assignments, follow up on corrections in real time and interact via online commenting.
“A Chromebook is an amazing device … Internet, email and Google Drive! It’s something to make you crazy with delight,” enthused grade 5 student Arohee Bhoja.
Though conceding that the “pop-ups and amazing learning software” can, at times, be distracting, Bhoja said, when it comes to Chromebooks, the good cancels out the bad. “When you have all the letters of the alphabet at your fingertips, and all the learning sites you can ever imagine, it’s impossible to criticize.”
Bhoja’s classmate Sarah Raymond agreed. “I think that using the Chromebook has changed how we learn in the classroom for the better. It’s also a lot easier to collaborate with our peers on a Google Doc. At home we can still be working with our classmates even if we are not together. It is also more convenient for checking the homework calendar. Plus, it’s easily portable so we can bring it from class to class,” she said.
Most recently, a new wireless network called MercuryFast was implemented for the grade 5 students to connect their Chromebooks to the internet. But, despite the name, the fifth graders won’t have a faster connection than anyone else on campus. Instead wireless traffic is being split on two separate channels to increase speed and stability for everyone at the lower school.
Fifth graders are particularly familiar with Chromebook online applications such as Membean, a vocabulary learning tool that helps students understand and remember words; Movenote, an app that synchronizes video of the students with their docs or presentations; and Google Docs, which allow users to create and edit documents online while collaborating with other users.
At the lower school, a pilot program using Google Chromebooks began a couple years ago with a small group of students. The Chromebooks were then deemed so well-suited to Harker’s educational mission that it led to their now-standard issuing for grades 4-5. (There are also 50 Chromebooks available in the grade 3 classrooms, which are shared by students.)
“Each of our 129 fifth graders has a Chromebook that they use almost daily at school and can take home as well. And each of our 120 fourth graders has a Chromebook which stays at school and is housed on carts in their classrooms,” reported Lisa Diffenderfer, the lower school’s assistant director of instructional technology.
Chromebooks run on Google’s popular browser, are affordably priced and primarily intended for Internet use. Chromebooks also have great security features, which allow the school to enforce an Internet filter when the students are using the devices at home.
Over the past two years, some lower school teachers received funds from Harker’s technology grant program to find ways to get the most out of using Chromebooks in the classroom. Today, students in grades 4-5 are becoming adept at using the devices to learn and practice course material as well as showcase their newly found knowledge and skills.
Other fun-yet-practical ways Harker’s fourth and fifth graders have used Google apps include making notes about how to create Colonial-themed board games, tracking data from gummy bear experiments, creating a student tech help site, viewing rehearsal schedules for performing arts productions, and tracking nutrition and fitness information, according to Diffenderfer.
The use of Chromebooks in grade 4-5 was made possible as part of a $100,000 grant, which provided both Chromebooks and iPads for use in the lower school classrooms. The gift from the Paramitas Foundation was endorsed by parents Winston Chen and Phyllis Huang (Karina, grade 5; Nicole, grade 7), who are passionate about helping teachers use technology in meaningful ways to enhance learning.
“On any given day I can walk around the fourth and fifth grade classrooms and find students on their Chromebooks engaged in their learning,” said Diffenderfer, adding that the future for Chromebook use at the lower school looks bright, based on the students’ demonstrated level of comfort and success using the resourceful devices.
The Harker School is known for its unique student and teacher exchange programs with educational institutions around the world. But Harker’s rich global education doesn’t stop in between such visits. Throughout the school year, middle school students keep connected virtually with their foreign pals via interactive video conferences and online forums.
In grade 6, video conferences between students and their same-age buddies from Harker’s sister school in Tokyo, Tamagawa Academy K-12 & University, help build excitement for future visits. And in grades 7 and 8, two separate online forums fuel dynamic conversations between Harker students and their peers in both Kazakhstan and China. Below HNO takes a look at how Harker keeps globally connected through video conferencing in grade 6 and online forums in the older middle school grades:
Grade 6 Video Conferences
In mid-December, grade 6 students enjoyed connecting with their buddies from Tamagawa Academy during a series of interactive, game show-style videoconferences, held on the middle school campus.
“After emailing each other this past semester in their computer science class, students came face-to-face with their email buddies in a Family Feud-style game show!” reported Jennifer Walrod, director of Harker’s global education program.
“Questions (ranging from discovering favorite desserts to best after-school activities) were generated by students with a focus on interests of middle school students,” said Walrod, explaining that half of the grade 6 students participated in the conferences, with the remaining half slated for next semester.
“Designing an educational yet fun game was a very interesting task. I also had fun at the video conference talking to the Tamagawa students and playing Family Feud,” said grade 6 student Sejal Krishnan.
The video conferences set the stage for the grade 6 trip to Japan in the spring.
Grade 7 Online Poetry Forum
Last year grade 7 students in Mark Gelineau’s English class launched an online poetry forum with a school in Kazakhstan. Using the forum, Harker seventh graders connected with peers from the Nazarbayev Intellectual School (NIS) in Kazakhstan to discuss selected poetic works.
Gelineau created the forum in conjunction with Harker alumna Lauren Gutstein, who works at the NIS school in Astana, one of seven state-funded selective schools for middle and high school age students spread throughout major cities in Kazakhstan.
Through their online postings, students from both Harker and NIS share insights and observations about posted poems. Using the forum, more than 100 students recently read and discussed both an American and a Kazakh poem about winter.
Grade 8 Online World Issues Forum
Where we live and how it affects our perspective on global issues was the topic of a recent grade 8 World Issues Forum with the World Foreign Language Middle School (WFLMS) in Shanghai. Other topics covered have included personal choices and the global ecosystem; global perspectives; issues preventing access to the global community; and leadership in today’s society.
“This is not new as we’ve been doing it for numerous years. However, it has really strengthened over the past couple years and the forum now gets hundreds of posts throughout the semester,” Walrod said.
In fact, the middle school’s annual trip to China was originally based around the grade 8 computer science class’ global issues forum. Last year the trip also incorporated the grade 7 historical component of learning about ancient China. Including seventh graders on the China trip was such a success that it will be repeated again this year.
“I really enjoyed participating in the forum with the students from WFLMS. By talking to them, I learned totally different perspectives on some things that I had never even heard before. I also learned a lot about the cultures of China. Now, I have left the class with a greater knowledge of the world than I had before,” said Megan Huynh, grade 8.
“It is indeed exciting and interesting to communicate with people from the other side of the world and the discussions are supposed to be diverse and offering an insight on both sides’ point of view,” agreed Nastya Grebin, also grade 8.
“Adding the online forum discussions to my computer science curriculum has provided a great opportunity for students to combine their technical knowledge to global issues related to the world they live in. The student’s forum discussions have been compulsory to their studies of systems that are the basis for their computer science final project applications,” noted Abigail Jospeh, Harker’s middle school computer science instructor.