Journal 5: QR Codes in the Literature Classroom

NETS-T: 1, 2, 3

Walden, H. (2011). QR codes in the classroom. Learning & leading with technology, 39(3), 30-31. Retrieved from http://www.learningandleading-digital.com/learning_leading/201111?pg=5#pg32

When I first saw “QR codes in the classroom” in L&L, I was intrigued. So far I had read a lot about how technology benefited math and science classroom, but I wanted to know how it could benefit Social Studies or English. I did not know much about QR codes, so I jumped at the opportunity to learn more. 

Hannah Walden turned C.S. Lewis’ novel, The Great Divorce into a scavenger hunt. She encouraged collaborative learning to get the students researching the period, influences, and creative aspects of the author and the book. The QR codes served as a WebQuest for more information, a more dynamic presentation. The students were able to show their interests and their understanding of the material in a fun forum.

Q1: How could QR codes work in a classroom where students do not have smart phones?

A1: After further research, smart phones are not needed for creating QR codes. According to “Engaging Educators” (2011), a webcam on a Mac or PC is efficient. This could keep students from using their phones improperly and allow those without the technology to not be embarrassed.

Engaging Educators (2011, November 16). Scanning qr codes: no smartphone? no problem. Retrieved from http://www.engagingeducators.com/blog/2011/11/16/scanning-qr-codes-no-smartphone-no-problem/

Q2: How can teachers assure students are using academic websites to find informations for their projects?

A2: Much like traditional research projects, teachers can generate a list of websites students can use to fulfill the requirements of the project. Teachers need to be more aware of what students are searching for and finding. Creating specific timetables for students to show what they have found can help keep students on task.