QR Technology in Use

As previously discussed, QR technology is being introduced into the classroom in conjunction with the iPad. QR Code (abbreviated from Quick Response Code) is a scannable barcode first designed for the automotive industry. In recent years, QR technology has been adapted for use with the internet. Using a smartphone (including the iPhone) or an iPad (or similar tablet) equipped with WiFi or 3G/4G access, a person can scan a QR code and instantly connect to a linked website or transmit other forms or digital data  quickly and easily. 

This developing technology has now appeared at Stewart School! Fourth grade students recently completed a research project on famous artists and included QR codes for related student audio presentations. Mrs. Volpe's Quest students integrated QR codes into their presentations on Stewart School's 75th anniversary. Several classrooms, including the science lab, feature QR codes that link to important information. Many visitors to Stewart had the opportunity to use these codes during last week's open house. 

What do you use QR codes for? Post a comment and let us know!

Mirror, Mirror, on the Wall...

Earlier this week in our fourth grade classroom, we conducted a successful math lesson utilizing iPad technology in conjunction with existing interactive whiteboard and projection equipment already in place in the classroom. The objective of the lesson was to familiarize students with the iPad, while building essential mastery of basic multiplication facts and concepts. The lesson also served as an introduction to video mirroring, in which a digital AV or VGA adapter is used to mirror exactly what you see on your iPad on a larger screen, such as a SMART Board or eno interactive whiteboard. While there are some technological limitations (not all iPads and applications support full mirroring), video mirroring can be a very effective way of sharing iPad content in the classroom.

For this lesson, an iPad "station" was set up facing the front of the classroom. We used My Math Flash Card App for the lesson. Working together, the children attempted to solve multiplication problems as quickly as possible, beginning with basic facts and moving on to more complex problems. Paper and pencil were available for those students who needed to write out or double-check problems. During this problem-solving activity, the iPad screen was mirrored on the much larger eno board in the front of the room for all the class to see.



During the lesson, students were engaged and motivated. Working together and as individuals, they were able to improve on their results with each successive multiplication challenge. Several students who have previously struggled with basic multiplication facts were eager to participate and did not exhibit the anxiety or frustration that sometimes accompanies similar tasks. The app we used is relatively easy to use and engaging. The graphics are simple and the colors are basic; the children were able to navigate the app with minimal teacher assistance. However, it is important to note that one member of the collegial circle feels that the design of this app is flawed, as the input of two-digit products and sums in regard to place-value position requires calculations to be performed mentally.

We believe this lesson was a success and look forward to designing future lessons that combine various forms of technology while addressing common core standards and grade-level curriculum. Although there are certain technological limitations and issues to consider, combining interactive iPad technology with video mirroring can help teachers design successful lessons that motivate and engage a wide range of students.

Testing iPad Technology in the Classroom

Working with individuals and small groups, we recently introduced the iPad to several students in our 4th grade classroom. The students were given the opportunity to explore several free educational apps that do not require WiFi access. Direction from teachers was limited, allowing us to observe how successfully the children were able to navigate and utilize the iPad interface and app software. The overall response was positive, indicating that student interest in iPad technology is high and future activities will be well received. The challenge for teachers is to design meaningful curriculum and lessons that take advantage of this interest while enriching the learning experience. Check back soon for comments from the students involved in this initial activity!

First Steps

1979

No iPads in the classroom.

We did, however, have an excellent turntable. I have clear memories of bringing in my mom's Beatles records and listening with friends through headphones in the back of the classroom during recess. In many ways, this was a defining moment of childhood and helped influence my decision to pursue a graduate degree in education and career in teaching. Technology in many forms has long been present in the classroom and continues to have the ability to bring students and teachers together in ways that have lasting impact. The iPad represents a significant opportunity to continue this trend and develop new ways in which students can be become active learners and take responsibility for what they learn both in and out of the classroom.