What was the artifact? My artifact for a gifted teacher in York, PA is a scavenger hunt. This scavenger hunt is on a World War I event called the Christmas Truce. She is using this scavenger hunt to enrich the 8th graders in their history class. I used facts based on an article about the Christmas Truce.
What is augmented reality? Augmented reality is an enhanced version of reality. Live direct or indirect views of physical real-world environments are augmented with imposed computer-generated images, videos, GPS locations or graphics over a user's view of the real-world. AR enhances one’s current perception of reality. Some examples of augmented reality are pictured below.
How do students access the augmented content? Explain the process. Students access augmented content by downloading apps on devices and/or websites. My augmented reality includes QR codes that students will scan with a QR app. Using a QR code scanner, students will first download an app onto their mobile device or tablet. Students will open the app and find a QR code to scan. The student holds up their device to the code and it will vibrate and take them to a website, video, image or plain text. QR codes are convenient in the classroom because students can scan a QR code easily and quickly to go to a website instead of typing in the long URL.
What are the instructions you will provide to students to access the augmented reality? The instructions I will provide to students to access my augmented reality QR codes are: 1. Download a QR code scanner 2. Scan the first clue in the scavenger hunt 3. Answer the question in the first QR 4. Find the next clue in the second QR on the piece of paper to find the next QR 5. Repeat steps 3 and 4 until the hunt is completed.
How I created the artifact – What process I went through to create the augmented reality activity. I first created the artifact by using using the websites: QR stuff, Canva (click to learn more), and Google Form (click to learn more). QR stuff.com is an easy website to make your own QR codes.
To create this scavenger hunt I created 8 Google Forms for 8 questions. The questions included are:
Each question was created into a QR code and placed on a Canva with a QR code for the next clue. I wanted to use Google Form for the questions in the scavenger hunt to give back instant feedback so students can learn about this event.
Pictured below are each Canvas I made with the QR codes. My co-op teacher will cut each paper in half so the clue can be hidden. Students will find clues, scan the question, enter their team name then answer the question. After answering, students will scan for a clue that will send them to the next piece of paper. I created a starting instruction sheet and an ending paper congratulating students.
Describe the activity that this augmented reality is a part of. This activity is a part of the augmented reality because students are engaged in the student learning through the AR on their devices. Students are taken around the classroom finding questions and clues to help solve the mystery event that they will be learning about. Using Qr codes is augmented reality because it is an enhanced version of reality and takes a scavenger hunt beyond paper and pencil.
How does this QR activity fit into the component? The QR activity and augmented reality fits into component 3c by focusing on student engagement in learning. Students will be engaged in activity and are learning and understanding the challenging content. The students will be able to discuss their findings with other classmates and ask different questions. This activity is purposeful in enriching students with an event in history and students will enjoy and have fun learning about this event with technology.
Which element(s) does the artifact fit into? Why? This artifact fits into the element activities and assignments. The activity is student engaging and promote student learning. This assignment is aligned with the goal of the lesson, which is to enrich the 8th graders in their history class. The activity is purposeful and requires student thinking when answering questions regarding the Christmas Truce. Another element this artifact fits into is grouping of students. Students will be grouped with a purpose and will allow students to work together in groups to help get through the scavenger hunt.
Reflection I enjoyed creating this scavenger hunt for the gifted students in York, PA. I never knew how to create a QR code and I loved learning more about them. It is a great way to incorporate technology in the classroom. Having QR codes for websites will allow more time for giving instructions. For example, using QR codes will be a lot quicker then typing in URLs. QR codes are on almost everything now and I can’t wait to use them more!
This experience relates to the SAMR model. This activity is both in the Substitution and Augmentation in this model. This activity is in the Substitution part because this activity can be done paper and pencil but is using technology to do the same thing. This activity is also a part of the Augmentation part of this model because this activity not only saves paper but also engages students in learning. I will be using this tool in my future classroom by having QR codes on worksheets as an interactive worksheet. I will be using a lot of QR codes for open house, when parents come to the classroom. Using QR codes on projects students do would be a fun way to use technology and also learn more about their projects. One thing I really would like to do is have audio QR codes on student projects where they can record them talking about why and what they made. I will also be able to easily make scavenger hunts for my students. I hope this technology will be able to enhance my future classroom.
Sources: QR Code. (2017). Convertiblesolutions.com. Retrieved 5 November 2017, from https://convertiblesolutions.com/wp-content/uploads/2014/12/QR-Code.png Technology, W., Reality, M., Reality, A., Reality, V., Aviation, & Business et al. (2017). The Ultimate Augmented Reality Technology Guide. Reality Technologies. Retrieved 5 November 2017, from http://www.realitytechnologies.com/augmented-reality. Other photos labeled for resuse The Framework for Teaching Evaluation Instrument. (2017). Static.pdesas.org. Retrieved 26 October 2017, from http://static.pdesas.org/content/documents/danielson_rubric_53.pdf