Through some research online
I have found some great videos, powerpoints and information about how you can
use QR codes in education. Click here for a super powerpoint all about QR Codes
and there uses.
I had the chance to use QR Codes with a P6 class in an afternoon of activities. The main idea of the afternoon was the children would take part in a treasure hunt, collecting images, videos and sound clips on a handheld device (iPhone) and then would have to create a online scrap book with descriptions of everything they had done. The QR codes were used for instructions for the activities and directions during the hunt.
The hunt went well as the children enjoy the activities on the handheld devices including the app for scanning the codes. I think this was because we did not tell them exactly where to find the app or exactly what to do with the camera, so it required some challenge and some problem solving for the children. Also during this problem solving I could see that the constructivist theory of learning was applying to how the children were figuring out what to do. Leask and Meadows (2000) briefy summarise the theory by saying that children ‘construct concepts’ (p.99) from their previous knowledge by:
By asking the group who had used handheld devices before we were able to split them into groups of three where at least one child had used a handheld device before. However most children had previous knowledge about iPhones, some had more experience than others. Children were able to construct new ideas and gain an understanding of how to use the handheld device by thinking about what they knew already and using and adapting it in the situation. For example, one of the tasks was to take a photo on the iPhone. Now without ever being taught how to do that the children were quick to realise that in the real world you take photos with a camera so on the handheld device they should be looking a an app with a camera logo.
Communication was a powerful tool for the children working together. As Leask and Meadows (2000) continue, they explain that communication encourages learners to compare their own ideas with their peers ideas. Through sharing their ideas with the others in the group the children were able to collaborate and come up with solutions to the activities. Overall I feel the children constructed new knowledge about how to use handheld devices and QR codes and had fun doing it.
The Scrap book task at the end of the hunt didn’t go as well. I think one of the reasons was the timing, as the children were starting to get restless and tired so maybe didn’t put as much effort in as I would have hoped. The online scrap book was created on the iPhone as well with the app ‘iBook Creator’. I think in a real classroom environment I would have split both activities into two lessons as it would have given children more time to think about the treasure hunt and get more ideas about what they wanted in their scrap book. Near the end of the activity we were quite rushed for time, this meant children were hurrying to get their scrap books finished and some didn’t put a lot of effort into them. I think with more time (in a second lesson) the children may have taken more pride and ownership with their scrap books.
References
Leask, M. & Meadows, J. (2000) Teaching and Learning with ICT in the Primary School. London: Routledge
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