EDC 340 - QR Codes

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    Technological advancement in classrooms is the usage of QR codes. The video, The Magic of QR Codes in the Classroom by Karen Mensing discusses the effectiveness of QR codes in teaching and learning. She starts the video by saying, “QR code stands for quick response code, and it’s a two-dimensional bar code that holds a good deal more information than a traditional bar code” (Mensing). This displays what a QR code is and how it differs from a traditional one. The speaker mentions that it takes you to tech-based experiences such as websites, videos, etc. QR codes make lessons more engaging and interactive; the students become enthusiastic about learning. This tool is also helpful for positive reinforcement. Mensing gives an example that can be used in the classroom, posting a list of QR codes in the room. When student needs feedback, the teacher can tell them to scan a specific QR code (labeled with a number), and each one could have a positive message. This enables memorable feedback for students and strengthens confidence. 

    A QR code also allows students to engage with people from a long distance away, providing many communication formats. One usage that can be implemented in a special education classroom is for students to scan a QR code that leads to a phonics lesson. This helps students struggling with reading and spelling; they can improve those skills with an exciting lesson.  

    Technology is frequently used, and as a result, teachers have been finding ways to integrate it into their classrooms. The website, How Teachers Are Using QR Codes in the Classroom to Enhance Learning by Adriana Stein explains how teachers utilize QR codes. The author states how they can be beneficial, “Teachers love using QR Codes in the classroom because they simplify access to complex links, make learning more fun for students, and have a wide variety of uses” (Stein). This demonstrates that QR codes are an excellent tool for simplifying technology and can differentiate instruction. Since most students' own smartphones, they can quickly access information by scanning the code with their devices. Stein mentions that displaying the code largely on the smartboard is effective for younger students and students with exceptionalities. An example in the text is adding a QR code to a grammar quiz making a summative assessment more creative. To share the quiz solutions, the author gives some advice: you can use a PDF QR code to create a document or a Video QR code for a video explanation. 

    A further utilization is an interactive bulletin board. The author uses an example from another teacher; they used QR codes displayed on a bulletin board to motivate students to learn about famous women. An additional school organized an interactive event for parents and students. The students recorded an audio file converted to an MP3 QR code. The parents could walk around and scan the QR codes to learn more about the other students. In conclusion, this is an effective and creative alternative to traditional teaching methods. It enhances lessons because students can interact with technology, which appeals to them since they use technology daily. As a teacher, it would be essential to implementing technological tools like this one into lessons to make learning more captivating.  

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