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QR Challenge: Ed Tech 300

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. How do you spell your intsructor's last name?Rindfleisch
2. How many classrooms have we been in this year for EdTech300?2
3. After attendance, what do we share?Twitter accounts
4. What has been your favorite part of EdTech300 so far?your choice.
5. What is a QR Code? a machine-readable code consisting of an array of black and white squares, typically used for storing URLs or other information for reading by the camera on a smartphone.
6. What does a QR reader do?it reads QR codes
7. Why might using QR codes in the classroom have positive outcomes?students don't have to type in long web addresses
8. What are some of the drawbacks to using QR codes in the classroom?distractors to students
9. Open pinterest and search for "QR Codes in the classroom." Find three ways to use this tool in a classroom setting.Multiple answers.

 



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