Tibisay Hernandez

From KNILT

Follow this link back to the personal page for this mini-course: Tibisay Hernandez Personal Page

Title: QR Codes as media tools in the classroom

QR-codes in class.jpg

Introduction Page

QR Code

In today's media age, technology connects us to information and each other in ways we never dreamed of before. Advertisements, games, and a host of other things are available to us with a quick click of a button or scan of a barcode. This course will help guide instructors through merging technology and their lessons in interactive ways. We will learn how to create Quick Response codes, better known as QR codes, and we will link them to different informational materials.


The course will give instructors ideas on how to tie in the creation of these codes with other fun projects created by students. The hope is to utilize this unorthodox method to engage, motivate and empower students to take learning objectives into their own hands. The goal is to engage students in technology that will facilitate their understanding of the proposed lesson plan made by the instructor. By having instructors and learners interact with this type of media, the learner will be using the proposed lesson by the instructor in different mediums. This will hopefully deepen their understanding of the material. By presenting information to students in various ways we can ensure the student not only memorizes needed material, but connects with the material in a way in which their understanding is deepened and easily reproduced in different mediums.

Needs Assessment

Instructional Problem

As the Internet and technology use have gained in popularity, so too have concerns over digital divides. These digital divides sometimes stem from financial differences (Cho, De Zuniga, Rojas, & Shah, 2003) or gender differences (Kennedy, Wellman, & Klement, 2003). There is evidence that age also may be a source of the digital divide, with older people generally having lower levels of skill in terms of accessing information using technology (Hargittai, 2002). If this divide exists between students and their teachers as well as between younger and older adults, there is a possibility that some students have higher levels of skill and comfort with respect to technology than do their teachers (Dornisch, 2013, pg. 210).

What consequences might such a difference in computer comfort between students and teachers have? One possibility is that such divides may have repercussions with respect to students’ overall perceptions of their teachers. Students may base their overall perceptions of their teachers, to some degree, on their perceptions of this specific aspect of their teachers’ abilities and skills (e.g., Kelley, 1950). If this is the case, students may generally have lower perceptions of their teachers, to the degree that their own levels of comfort with technology are higher and their perceptions of their teachers’ levels of comfort with technology are lower (Dornisch, 2013, pp. 210-211).

According to the report published by International Technology Education Association (ITEA, 2000), technology literacy can be attained by the learners by the help of education. Of course, this situation requires that instructors must be more competent technology-literate individuals when compared to learners (Cokler, 2014, pp. 27-34). Data gathered from 5000 fifth and sixth grade and 5000 seventh and eighth grade students and investigated whether an identifiable link existed between gains in technology literacy and achievement in the areas of reading, mathematics, and language arts. The results indicated that technology literacy contributed to both creating a specific trust into learning processes and led to new environments for further learning opportunities (Cokler, 2014, pp. 28 - 29).

What is to be Learned

Learners will become informed on how to utilize Quick Response (QR) codes within their classrooms. By utilizing this method they can make deeper connections to their course material, by engaging students to participate in the course work through technology. This will serve as a two pronged effect where students will be exposed to their instructors’ working knowledge of technology, thereby creating a positive perception of the instructors’ technological competence. It will also allow students to take a more active approach in their learning. Learners who take this course will be able to create their own QR codes, and they will be given examples on how to tie these codes into lessons in their classrooms.

Learners

This course is created for instructors and professionals in the K-12 educational setting, who are looking for creative ways to incorporate technology into their lessons. The instructors will become more knowledgeable about the QR code process, but they will also utilize these strategies to enhance student engagement, motivation, and positive teacher perceptions when it comes to technological competency.

Instructional Context

This course will be an online course so instructors must have computer and internet access to complete the course. The course will be broken up into units which will have readings, videos, discussions and assignments. The course will also have access to several QR code creating online resources, which students will use and evaluate for ease of use, creativity, and effectiveness. Instructors will have to create a lesson plan integrating QR codes. There will be reflective, self-evaluative and peer-evaluative components to this course.

Exploring the Problem and Solution

Instructors who participate in this course will constantly have to evaluate if the integration of this technology is serving to engage students in the lesson. There will be a heavy reliance on student feedback, as well as, instructor evaluation. We want to be able to measure if a student’s motivation enhances when these types of technological lesson plans are presented in the classroom. How are things like student background, cultural context, and technological awareness and literacy being taken into account when creating these lesson plans? Can this method encourage students to explore topics covered in the classroom, more deeply outside of the classroom simply because of access to technological devices that provide more immediate connections to information?

Goals

To help instructors create lesson plans with Quick Response codes which help diversify technological tactics in the classroom, encourage student participation, and create a classroom environment of self-directed learning which expands beyond the boundaries of the classroom.

Performance Objectives

At the conclusion of this course, students will be able to:

  • Learners will describe the need for technology in the classroom by identifying 3 technological methods, and 3 QR code methods, which can be used to enhance the learning experience in the classroom.
  • Learners should be able to construct step by step instructions on how to create Quick Response (QR) codes by using course given or independently found website applications.
  • Learners will develop lesson plans utilizing Quick Response (QR) codes and write a supportive summary on how the QR codes add to the quality of the lesson.
  • Learners will review different methods of utilizing this technological tool in the classroom through peer lesson review, and give suggestions for improvement supported by research based articles.

Task Analysis

Unit 1: Why do we use technology in the classroom?

  1. The learner will be engaged in wanting to learn more about the topic. (Pre-requisite)
  2. The learner will define technology in the classroom.
  3. The learner will analyze the research and data which supports the use of effective technology strategies in the classroom.
  4. The learner will discuss 3 technological methods they believe engage students in the classroom.
  5. The learner will create 3 ways to incorporate QR codes in their classroom.


Unit 2: How to create a QR code?

  1. The learner will identify QR code creating websites.
  2. The learner will access and review websites' ease of use and accuracy.
  3. The learner will work with their peers to create a database of resources for QR code creation.
  4. The learner will outline a class activity where they can utilize a QR code and explain how the QR code enhances this activity.
  5. The learner will create checklist on how to create a specific QR code for the class activity.


Unit 3: Utilizing QR Codes in the Classroom

  1. The learner will review activities created by educators and posted online which use QR Codes.
  2. The learner will create a lesson plan utilizing QR codes.
  3. The learner will review lesson plans created by their peers.
  4. The learner will evaluate their peers' feedback.
  5. The learner will analyze how QR codes impacted their lesson planning process.

Curriculum Map

The link below outlines each unit for this mini course. Here you will find the activities that will be completed during each unit. To view the curriculum outline map for this course click the link below:

QR Codes Curriculum Map

Mini Course Units

Mini Course Units

References and Resources

1. Cokler, A. N., & Sahin, Y. L. (2014). Technology Literacy According to Students: What is It, Where are We and What Should We Do for Parents and Children?. Turkish Online Journal of Qualitative Inquiry, 5(2), 27-34. Retrieved September 30, 2014, from the EBSCO Host database.

2. Dornisch, M. (2013). The Digital Divide in Classrooms: Teacher Technology Comfort and Evaluations. Computers in the Schools, 30(3), 210-228. Retrieved September 30, 2014, from the EBSCO Host database.