Article Response #1: QR Codes in the Literature Classroom

Literature expression has found a new outlet: Technology! Hannah Walden expands on the idea that common QR codes can be used for more creative literature purposes in her article, “QR Codes in the Literature Classroom”. QR Codes can be scanned with smart phones through an app and give people more information on either a product or advertisement. Hannah Walden used them in her 12^th grade British literature class in order to allow students to find a different outlet for citing information on the author C.S. Lewis’ challenging writing: “The Great Divorce”. Walden first had her students express themselves creatively by allowing them to decorate the walls of the classroom to reflect the 1940s time period in which C.S. Lewis spent his prime years. On these walls students created a library with books that C.S. Lewis might have read, appropriate wallpaper was put into place, and artwork that was painted to match the time period. Once all the creative parts were assembled the teacher explained the process of printing QR Codes and had the students go to the computer lab to add their sources to them. A student’s QR Code, for example, could link to a source that student used to find information on the books C.S. Lewis read. Walden then used her smartphone to test all the QR Codes and see what information was contained in each.

To further the assignment students then opted to create a Facebook page were discussions were held regarding the wall and its contents; this page was even accessible through a QR Code, that others could scan using their smartphones, which was placed on their creative wall. After reading this article I took a look at the ISTE NETS standards and noticed how a couple stood out more than the rest. These standards included: communication and collaboration and research and information fluency. The students collaborated and communicated with their peers and even experts, such as their teacher, in order to collectively create a wall that reflected the life of C.S. Lewis. From the tone of the article I understood that the students had fun working with each other, which is something that is exciting to see in a classroom full of teenagers. They also took part in research and information fluency in order to cite their sources and findings. They had to locate, evaluate, and then process these sources because they were going to be seen by other students, faculty, and even outside community members.

Incorporating QR Codes into a subject that requires heavy research and citations is such a brilliant idea. It really opened my eyes to the fact that technology in the classroom is available but is not important or exciting until a little creativity is added to the mix. My only hesitation with this project would have to be for students who do not own smartphones, the author did not make it clear if she required her class to use them or if there was another way that the QR Codes could be scanned without them. With all this evolving technology we must also be considerate to the students who do not have access to it and still be able to meet their needs in the same fun and exciting ways.

Walden, H. (2011). QR Codes in the Literature Classroom. Learning and Leading with Technology, 39(3). 30-31. Retrieved from http://www.learningandleading-digital.com/learningandleading

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Article Response #2: Immerse Your Students in History

Andrew Wheelock presented a great idea in his article titled: “Immerse Your Students in History”. The article speaks about peaking students interests regarding past historical events through formats other than textbooks. These formats, explains Wheelock (2012), include virtual worlds: “that would allow learners to play a role in a historical simulation without it being just a game” (p. 26). After discovering OpenSimulator, a program that creates virtual worlds, he was able to get friends and supervisors onboard to fund and create a world that took place during the Holocaust which focused on the life of Anne Frank.

Wheelock explains the creation of the world and how the streets of Amsterdam were made in order to allow students to walk around during the time period of the Holocaust. The students were also able to enter buildings and see objects that could be clicked on that would reveal notes from Anne Frank’s diary, PBS Masterpiece theater resources, and even connections through literature. Wheelock also mentioned that it was important to align all of the activities with the Common Core State Standards for history, math, science, economics, and even nutrition. There were many reviews after this project was tried with different schools and student bodies. The universal feedback from educators was that the majority of their students were finally engrossed and interested on a topic that had not peaked their interests in the past. The students really enjoyed the project as well and spoke about how exciting it was to really see how Anne Frank lived during that time and how her annex was built, which was something they couldn’t imagine before.

Looking at the ISTE NETS standards I felt like this was a great opportunity for teachers to promote and model digital citizenship and responsibility. They could take a project like this and observe how students interact with one another and bring up the important topic of cyber bullying and how it is not tolerated. This virtual world also requires students to use critical thinking, problem solving, and decision making because they have to identify, then plan, and manage activities that have to do with their Common Core State Standards. In the end I was intrigued to actually see how this virtual world looked and wanted to experience it so I tried to search it online but only found other articles. It is something that I am curious to look into for inspiration for future history lessons and to see different methods of learning.

Wheelock, A. (2012). Immerse Your Students in History. Learning and Leading with Technology, 39(7). 26-27. Retrieved from http://www.learningandleading-digital.com/learningandleading