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QR Challenge: Digital Media

Created using the ClassTools QR Treasure Hunt Generator

Teacher Notes

A. Prior to the lesson:

1. Arrange students into groups. Each group needs at least ONE person who has a mobile device.

2. If their phone camera doesn't automatically detect and decode QR codes, ask students to

3. Print out the QR codes.

4. Cut them out and place them around your class / school.


B. The lesson:

1. Give each group a clipboard and a piece of paper so they can write down the decoded questions and their answers to them.

2. Explain to the students that the codes are hidden around the school. Each team will get ONE point for each question they correctly decode and copy down onto their sheet, and a further TWO points if they can then provide the correct answer and write this down underneath the question.

3. Away they go! The winner is the first team to return with the most correct answers in the time available. This could be within a lesson, or during a lunchbreak, or even over several days!


C. TIPS / OTHER IDEAS

4. A detailed case study in how to set up a successful QR Scavenger Hunt using this tool can be found here.


Questions / Answers (teacher reference)

Question

Answer

1. Technology makes it easy to create school projects
2. Spending a lot of time alone playing on the computer
3. People can get to know others who are geographically far away
4. Damaging information can spread quickly
5. Sometimes it is easier to misinterpret what people mean online
6. People can say nasty things when they are anonymous
7. Retrieving information online is fast
8. Many tasks can be done faster with technology
9. People do not spend as much time talking face-to-face
10. Playing video games or participating in virtual worlds can be entertaining
11. People are connected to a larger community than the people they know personally
12. People use the Internet inappropriately in many ways
13. It is quick and easy to connect with people
14. People are depending too much on technology and not enough on their brains

 



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