Documente Academic
Documente Profesional
Documente Cultură
Jamie B. Nicholson
Kennesaw State University
8/26/14
Advisor: Jo Williamson
Enrollment Date: Spring 2013
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Part B: Capstone Report Outline and Acceptance Criteria
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work for them. The teacher did receive positive feedback from her own grade level, 1st and 2nd
and 3rd grade. So the lesson planning began. (See Appendix B)
The teacher was excited about being able to help teachers implement technology into
their lessons and had several ideas for each grade level already made. 2nd grade lessons were
ready first. The teacher didnt want to just send the lessons to the teachers and expect them to
know how to get it done, so meetings were set-up to go over the plans and answer any
questions the teachers may have. Unfortunately, even with several back and forth email
communications, the 2nd grade team was never able to meet all together with the teacher.
Lessons were still given to the 2nd grade team, but thorough feedback was not attained. Next,
the teacher was asked by the 3rd grade team to come sit down with them during a planning
meeting. They presented some materials and lessons they already had and wanted to know
how to incorporate QR codes into these. The teacher came prepared with remediation and
extension activities that used QR codes. Printing out multiple QR codes, cutting them up and
putting them around the room, adding them to worksheets or including them in homework tasks
can lend themselves to a variety of engaging activities which cater to students different learning
styles. (Dale, Exploring the Educational Potential of QR Codes) The 3rd grade team
implemented these strategies and had great success.
The majority of this project was done in 1st grade, the teachers grade level that year.
Lessons for 1st grade ranged from math scavenger hunts to the students creating their own QR
codes to use as labels for a science lesson. Crawfords article suggest activities like the
students going on a scavenger hunt, using QR codes at Parent-Teacher Conferences, and
linking books and the internet are just the beginning uses of QR codes in Education. Because
the teacher implementing this capstone project was on the 1st grade team and they were
required to meet once a week as a team, she took this time to get their feedback, in person, on
how the QR lessons went in her teammates classrooms. During these sessions a common
theme that was heard was the level of engagement that these lessons were attaining. Students
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were using the iPads as tools for their learning and loving it. The teachers also reported feeling
more comfortable and even excited about the use of the iPads in their classrooms. These two
items were initial goals of the capstone project. The teacher wanted to show her co-workers the
potential behind the iPads and the ease of use that came along with it. The teacher had also
originally set out to determine if the QR code lessons would help increase student
understanding of certain standards, but what she ran into were time constraints. Teachers were
unable to go back to already taught standards and do lessons again with QR codes because
what they had to teach now was already pushing their students and time to a max. So the
project was revamped to include new standards with QR codes that could be introductory
lessons, formative assessment lessons, and summative lessons instead of just review lessons.
This particular project was done at an elementary school that had 2 iPad carts for the entire
school to share. Since then the teacher has moved to a school that has an iPad cart for every 2
grade levels. This makes the access of the iPads more attainable. She will continue the project
at the new school as a 3rd grade teacher this time, hoping to gain participation from her 3rd grade
teammates first. Ramsden (2008) makes the statement that technology QR codes are evolving
rapidly. This is evident from the increasing number of activities that can be achieved using a QR
code (Ramsden, 2008). What the teacher was able to accomplish in a 1st grade classroom with
majority ESOL and EIP students gave her a huge sense of accomplishment and
encouragement to continue with the QR codes in her future classrooms. The passion she has
for technology in 21st century classrooms hopes to be contagious.
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teacher to use the knowledge, skills, and dispositions that she has learned in becoming a better
technology leader through the entire process. Her knowledge was shared through the
development and implementation of a shared vision, research and recommendations for
innovations in sustaining technology implementation, collaboration with teachers and
administrators, and through the development of professional learning that deepens the teachers
content knowledge and pedagogical skills. The teacher modeled her skills of using digital tools
and resources to support student needs, technology-related best practices for achieving
equitable access, expanding student opportunities through digital content and blended learning,
and the management of these tools. The teacher was able to keep a disposition that was
positive with her co-workers by helping them implement technology-enhanced learning
experiences aligned with student content standards and involve their students in authentic
learning experiences by using research-based best practices in instructional design. The
recommendations this teacher would suggest to anyone out there who plans on embarking on a
similar project is to generate buy-in from the administration down, in order to be more
successful in the implementation of such a project. Teachers feel very overwhelmed already
and when introducing something new, it needs to have relevance to how it will make the
teachers workload more manageable while also directly relating to the content standards.
Teachers dont want just one more thing on their plate. In education, there are also still
barriers to technology integration that include lack of access, time, training, technology
problems, teachers attitude, and school climate. (OBannon and Thomas, 2014).Through the
reflection of this project, the teacher realizes that being a technology leader is going to come
with many moments of resistance. Technology facilitation can be a scary endeavor and as a
technology leader your ability to put these fears to rest will directly impact your ability to affect
change in your school. A final piece of advice is to be a leader of your project by leading by
example and be there to support co-workers whenever they need it. When co-workers began to
see what this teachers class was creating, their interest grew stronger. When they came to the
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teacher, no matter how late it was after the start of the project, the teacher showed them her
positive disposition and her excitement for their technology journey to begin in their own
classroom. You have to let people come around to the idea in their own time and when they do,
show them the support and encouragement they need to feel like they can do it.
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Appendix
A. Calendar
January 2014-
January 2014-
February 2014-
February 2014-
March 2014-
present 1
professional
development
presentation on QR
codes.
recruit teachers to
be a part of my
capstone project.
Have teachers sign
up for lessons.
begin writing
lessons for teachers
to implement
according to the
need they wrote
down on the sign up
sheet.
teachers will be
implementing
lessons and
getting/giving
feedback. I will use
the feedback to
make future lessons
better.
present 2
professional
development
presentation on QR
codes with recent
data from
classrooms and new
ways to use QRs in
the classroom.
March 2014-
April 2014-
May 2014-
continue writing,
implementing, and
getting feedback on
lessons. Write
assessments for
teachers to give in
the focus areas of
the QR lessons.
give final
presentation with
the data that was
collected from
teachers and
students who
participated.
st
nd
Rough
draft of a
timeline.
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Work Session: SW share an iPad with a partner and begin their QR code sight word scavenger
hunt. SW take turns scanning the QR codes and then reading them to their partner. Each partner
will have their own recording sheet to complete.
Differentiation: TW group the students so that a stronger reader is with a weaker one so the
sight words are more likely to be read correctly.
Closing: Under the document camera the teacher will go through the class set of sight words.
Students will say the word when it flashes onto the screen. TW explain that these QR codes will
be left hanging around the room and the scavenger hunt will become a word work center activity.
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Differentiation: Students who know the different parts and functions will create their own QR
codes on the classroom computers. They will type the name of the part AND its function into a
QR code generator (QRstuff.com) and use their own made QR codes in their flip books. Teacher
will assist with the copying of the QR codes to a word document and printing them.
Closing: Choose 2 students to share their flip book. Use iPad to scan answers. All flipbooks will
be shared in the hallway to create further interaction between the flipbooks and student learning
and interest.
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Differentiation: Teacher will work with students who need assistance creating a sentence for
what they learned from the resource and connecting it to the EQs for the lesson.
Closing: Choose 2 students to share their recording pages on what they learned today. Their
recording page will be shared under the document camera.
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Work Session: TW put the class into groups of 4 and assign each group with a certain time
frame. Ex. A group may have the years 1929 1948. Each group will research their time frame
with books, the internet, and previously learned information to find out what MLK was doing
during this time. The groups will then create QR codes that link to this information, whether it be
a YouTube video, website, or information the students typed up themselves. Printed QR codes,
along with printed pictures or drawings, will then be glued down onto the class timeline (large
sheet of butcher paper with a line already drawn through the middle), and the dates will be
written in by each group.
Differentiation: SW have access to several resources in order to research their time frame. SW
be in leveled groups.
Closing: Each group will use an iPad to scan the QR codes on the interactive timeline and watch
how their timeline comes to life.
Third Grade, Social Studies Lesson ~ Lesson 1 (writing of report will take several days)
Standard: SOC.3.SS3H2 The student will discuss the lives of Americans who expanded people's
rights and freedoms in a democracy. SOC.3.SS3H2.a Paul Revere (independence), Frederick
Douglass (civil rights), Susan B. Anthony (women's rights), Mary McLeod Bethune (education),
Franklin D. Roosevelt (New Deal and World War II), Eleanor Roosevelt (United Nations and
human rights), Thurgood Marshall (civil rights), Lyndon B. Johnson (Great Society and voting
rights), and Cesar Chavez (workers' rights). SOC.3.SS3H2.b Explain social barriers, restrictions,
and obstacles that these historical figures had to overcome and describe how they overcame
them.
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E.Q.: How did FDR expand peoples rights and freedoms in a democracy? What obstacles did
FDR have to overcome? How did he overcome them?
Vocabulary: New Deal, WWII, democracy, freedom, obstacles
Opening: TW explain that the students will be conducting research for their informational report
on FDR a little differently. SW be using iPads and QR codes to gather information needed to
write their report. Some of the QR codes will link them to a biography on FDR and others will
link them to questions that need to be answered in their informational reports.
Work Session: SW scan QR codes with an iPad and record on their graphic organizer
information they want to include in their report. When students have scanned enough QR codes
to fill out their graphic organizer they will begin writing their rough draft on a netbook inside
Microsoft word.
Differentiation: Some of the QR codes have enrichment activities for students who are ready to
go deeper into the standard. The enrichment activities include writing ideas of using the format
of a letter to a historical figure from the point of view of FDR to report their information learned.
Closing: SW share their completed reports. TW ask the students to choose the top 3 reports by
using rubrics and the top three will be posted in the classroom blog.
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References