I actually really, really want to document some of our projects that we’re working on this year in a great deal more detail. But, for now, I am simply publishing my notes from a conversation that I just had with Apple Education about the legalities of having high school students develop for the app store.
So… I just got off the phone with Apple Education (they were following up on an iOS in Education event a few months ago that I had actually missed). But: I did get the straight dope on Apple Developer accounts and high schools:
- University accounts are just that: for higher education. Non-negotiable.
- There are really three levels of developer that are pertinent to high school:
- Free — they can download Xcode and use the iPhone simulator.
- Individual ($99) — Same as free, plus they can use their iPhones/iPads to debug the software live (with the right certificates — I’ve found that the easiest way to set up the certificates is directly through the Xcode Organizer). My recollection is that they can have up to something like 100 devices for “debugging.” At this level, they can post apps to the App Store.
- Enterprise ($299, IIRC) — Individual, plus the ability to manage a fleet of iOS devices (remote install and remote wipe), as well as distributing their software internally with no restrictions. I actually pressed him pretty hard on this, and he wasn’t 100% (“read the language in the agreement first”), but he thinks that it would be viable for the school to buy an Enterprise license and then say “Come by the computer lab and we’ll install our cool in-house app on your iPhone for free.” (Or for money — I don’t think they care.)
- Apple strongly discourages the school (which would, in reality, be a single individual) signing up for an Individual developer account as the primary distribution channel to the App store for student apps. The rationale being that if a particular app makes it big, the individual who has control of that account well, has control of that account. Apple deals with account holders, not the model that the school constructed. They suggested that if a group of students wanted to band together on an app, that they should sign up as a group for an Individual account through which to distribute that app — and that they should draw up their own contract on their end for how to manage that account.
- Students under 18 need to be signed up for the account by their parents. (Contract law — the kids are underage.)At the end of the day, it sounded like my approach this year is basically right on the nose: I have an Individual account in my name that I use to install apps on test iPhones (and I have registered all the student iPhones as debugging devices). The students signed up for free accounts at the beginning of the year. I think what we’ll do when we release this app is sign up for a new Individual account that the students will jointly share to post the app to the App Store (something like “[Jewish Day School] App Design ’10’-’11”).
Seth Battis February 15th, 2011
As we steam towards the end of the year here, I’m watching my next few weeks and, in fact, my summer start to disappear under encroaching project creep. Not that I object too much: most of the projects are pretty cool — in fact, some of them are projects that I’ve been dying to find time to work on during the school year.
I’m painfully aware of my propensity to put off inordinate amounts of work for my next medium-sized chunk of free time. My canonical example is the year in college that I put off about a dozen errands until my Thanksgiving break. Boy howdy, was it ever a rude awakening to realize that Thanksgiving break is only about three or four extra days on the weekend, and probably at least two to four of those days are chock full of commitments to family and friends. Not so much time.
With that in mind, I was fascinated by Steve Pavlina’s article on calculating your fudge factor: that ineffable amount that your horseback estimate of the time necessary for a project is off from reality. My fudge factor is approaching 1.0 for things like driving time — and has been for years. But for coding projects and curriculum development, it might be closer to 3-10 (as in, it takes me 3 to 10 times as long as I plan for).
I’m not convinced that I have Steve’s discipline, but I rather suspect that I can use old data to get some sense of how off I usually am in my time estimates. I have surely made lots of promises archived in my email and then documented my progress (and extensions) in that same medium. Sounds like an interesting project to work on this summer…
Although building an intelligent project monitor that used heuristics to identify project commitments and updates in my incoming and outgoing email and automatically calculated the fudge factor… Now, that could keep me off the street for days at a time. Or weeks. Depends on what my fudge factor is.
Seth Battis May 23rd, 2008
Posted In: Educational Technology