The magic of QR codes in the classroom - Karen Mensing

170,869 views ใƒป 2013-06-20

TED-Ed


ืื ื ืœื—ืฅ ืคืขืžื™ื™ื ืขืœ ื”ื›ืชื•ื‘ื™ื•ืช ื‘ืื ื’ืœื™ืช ืœืžื˜ื” ื›ื“ื™ ืœื”ืคืขื™ืœ ืืช ื”ืกืจื˜ื•ืŸ.

ืชืจื’ื•ื: Ido Dekkers ืขืจื™ื›ื”: benyamin zinshtein
00:05
As most of you know,
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ื›ืžื• ืฉืจื‘ื™ื ืžื›ื ื™ื•ื“ืขื™ื,
00:06
QR code stands for quick response code,
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ืงื•ื“ QR ืžืฉืžืขื• ืงื•ื“ ืชื’ื•ื‘ื” ืžื”ื™ืจื”,
00:09
and it's a two-dimensional bar code
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ื•ื”ื•ื ื‘ืจืงื•ื“ ื“ื• ืžื™ืžื“ื™
00:10
that holds a good deal more information
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ืฉืžื›ื™ืœ ื”ืจื‘ื” ื™ื•ืชืจ ืžื™ื“ืข
00:12
than a traditional bar code.
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ืžืืฉืจ ื‘ืจืงื•ื“ ืžืกื•ืจืชื™.
00:14
They originated in Japan at the Toyota factory
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ืžืงื•ืจื ื‘ื™ืคืŸ ื‘ืžืคืขืœ ื˜ื•ื™ื•ื˜ื”
00:17
to track the manufacturing of car parts.
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ื›ื“ื™ ืœืขืงื•ื‘ ืื—ืจื™ ื—ืœืงื™ ืžื›ื•ื ื™ื•ืช ื‘ืงื• ื”ื™ืฆื•ืจ.
00:19
Since then, they've taken off in popularity,
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ืžืื–, ื”ื ืฆื‘ืจื• ืคื•ืคื•ืœืจื™ื•ืช,
00:22
and you'll see them everywhere in consumer advertising.
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ื•ืืชื ืชืจืื• ืื•ืชื ื‘ื›ืœ ืžืงื•ื ื‘ืคืจืกื•ืžื•ืช.
00:25
When you scan a QR code, you're instantly taken
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ื›ืฉืืชื ืกื•ืจืงื™ื ืงื•ื“ QR, ืืชื ื ืœืงื—ื™ื ืžื™ื™ื“ื™ืช
00:28
to a variety of tech-based experiences:
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ืœืžื’ื•ื•ืŸ ืฉืœ ื—ื•ื•ื™ื•ืช ืžื‘ื•ืกืกื•ืช ื˜ื›ื ื•ืœื•ื’ื™ื”:
00:31
Could be a text message,
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ื™ื›ื•ืœ ืœื”ื™ื•ืช ื”ื•ื“ืขืช ื˜ืงืกื˜,
00:33
could be an audio message,
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ื™ื›ื•ืœ ืœื”ื™ื•ืช ื”ื•ื“ืขื” ืงื•ืœื™ืช,
00:34
could be a website,
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ืื•ืœื™ ืืชืจ,
00:36
could be a video.
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ืื• ืกืจื˜ื•ืŸ.
00:37
It's like magic.
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ื–ื” ื›ืžื• ืงืกื.
00:38
The tools to create a QR code are essentially free,
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ื”ื›ืœื™ื ืœื™ืฆื™ืจืช ืงื•ื“ QR ื”ื ื—ื™ื ืžื™ื™ื,
00:42
and the tools to interact with the QR code
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ื•ื”ื›ืœื™ื ื›ื“ื™ ืœืชืงืฉืจ ืื ืงื•ื“ QR
00:44
are increasingly easy and common to use.
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ื”ื ืงืœื™ื ื™ื•ืชืจ ื•ื–ืžื™ื ื™ื ืœืฉื™ืžื•ืฉ.
00:47
So, we have this great, free, easy tool,
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ืื–, ื™ืฉ ืœื ื• ื›ืœื™ ื ืคืœื, ื—ื™ื ืžื™, ื•ืงืœ.
00:50
but what can we do with it?
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ืื‘ืœ ืžื” ืื ื—ื ื• ื™ื›ื•ืœื™ื ืœืขืฉื•ืช ืขื ื–ื”?
00:51
Teachers have realized there's a lot of potential
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ืžื•ืจื™ื ื”ื‘ื™ื ื• ืฉื™ืฉ ื”ืจื‘ื” ืคื•ื˜ื ืฆื™ืืœ
00:54
for QR codes in the classroom.
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ืœืงื•ื“ื™ QR ื‘ื›ื™ืชื”.
00:56
Recently, I told my class we would be learning
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ืœืื—ืจื•ื ื”, ืืžืจืชื™ ืœื›ื™ืชื” ืฉืœื™ ืฉื ืœืžื“
00:58
some new vocabulary words,
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ื›ืžื” ืžื™ืœื™ื ื—ื“ืฉื•ืช ื‘ืื•ืฆืจ ื”ืžื™ืœื™ื,
01:00
something we do two or three times a month.
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ืžืฉื”ื• ืฉืื ื—ื ื• ืขื•ืฉื™ื ืคืขืžื™ื™ื ืื• ืฉืœื•ืฉ ื‘ื—ื•ื“ืฉ.
01:02
They let out a groan
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ื”ื ืฉื™ื—ืจืจื• ืื ื—ื”
01:04
because it's kind of a boring activity.
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ืžืคื ื™ ืฉื–ื• ืคืขื™ืœื•ืช ื“ื™ ืžืฉืขืžืžืช.
01:06
Then, I passed out QR codes to all my students
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ืื–, ื”ืขื‘ืจืชื™ ืงื•ื“ QR ืœื›ืœ ื”ืชืœืžื™ื“ื™ื
01:09
and told them we'd be interacting with them with devices,
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ื•ืืžืจืชื™ ืœื”ื ืฉืื ื—ื ื• ื ืชืงืฉืจ ืื™ืชื ืขื ืžื›ืฉื™ืจื™ื,
ื•ื›ื›ื” ื”ื ื™ืžืฆืื• ืืช ื”ืžื™ืœื™ื.
01:12
and that's how they'd find their vocabulary list.
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01:14
The attitude in the class changed completely.
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ื”ื’ื™ืฉื” ืฉืœ ื”ื›ื™ืชื” ื”ืฉืชื ืชื” ืœื—ืœื•ื˜ื™ืŸ.
01:17
They went from groaning and moaning
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ื”ื ืขื‘ืจื• ืžืื ื—ื•ืช ื•ืชืœื•ื ื•ืช
01:19
to excited and enthusiastic.
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ืœื”ืชืœื”ื‘ื•ืช ื•ื”ืชืจื’ืฉื•ืช.
01:21
I could teach the exact same lesson using QR codes
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ื™ื›ื•ืœืชื™ ืœืœืžื“ ืืช ืื•ืชื• ื”ืฉื™ืขื•ืจ ื‘ืฉื™ืžื•ืฉ ื‘ืงื•ื“ื™ QR
01:24
and not using QR codes
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ืื• ื‘ืœื™ ืฉื™ืžื•ืฉ ื‘ื”ื
01:26
and get a completely different attitude.
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ื•ืœืงื‘ืœ ื’ื™ืฉื” ืฉื•ื ื” ืœื—ืœื•ื˜ื™ืŸ.
01:29
One fun activity to do with QR codes
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ืคืขื™ืœื•ืช ื›ื™ืคื™ืช ืื—ืช ืขื ืงื•ื“ื™ QR
01:31
is a scavenger hunt.
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ื”ื™ื ื—ื™ืคื•ืฉ ืžื˜ืžื•ืŸ.
01:32
I create QR codes with tasks assigned to them.
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ืื ื™ ื™ื•ืฆืจืช ืงื•ื“ื™ื ืขื ืžืฉื™ืžื•ืช ื‘ืฉื‘ื™ืœื.
01:35
I hide them all around the room.
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ืืžื™ ืžื—ื‘ื™ืื” ืื•ืชื ื‘ืจื—ื‘ื™ ื”ื—ื“ืจ.
01:37
Students go with their devices
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ื”ืชืœืžื™ื“ื™ื ื”ื•ืœื›ื™ื ืขื ื”ืžื›ืฉื™ืจื™ื ืฉืœื”ื
01:38
and scan them and have to complete the task.
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ื•ืกื•ืจืงื™ื ืื•ืชื ื•ืฆืจื™ื›ื™ื ืœื”ืฉืœื™ื ืžืฉื™ืžื•ืช.
01:41
Recently, I hosted a technology event at my school
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ืœืื—ืจื•ื ื”, ืื™ืจื—ืชื™ ืืจื•ืข ื˜ื›ื ื•ืœื•ื’ื™ ื‘ื‘ื™ืช ืกืคืจื™
01:43
and held a school-wide QR code.
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ื•ืขืฉื™ืชื™ ืงื•ื“ QR ื‘ื™ืช-ืกืคืจื™
01:46
Students loved it.
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ื”ืกื˜ื•ื“ื ื˜ื™ื ืื”ื‘ื• ืืช ื–ื”.
01:48
In grades K through 6,
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ื‘ื›ื™ืชื•ืช ื’ืŸ ืขื“ ื•',
01:49
they were completely engaged and excited,
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ื”ื ื”ื™ื• ืžืขื•ืจื‘ื™ื ืœื’ืžืจื™ ื•ืžืชืจื’ืฉื™ื,
01:51
literally running from code to code
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ืžืžืฉ ืจืฆื™ื ืžืงื•ื“ ืœืงื•ื“
01:53
because they were so excited
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ืžืคื ื™ ืฉื”ื ื›ืœ ื›ืš ื”ืชืจื’ืฉื•
01:54
to see what the next task was going to be.
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ืœืจืื•ืช ืžื” ื”ืžืฉื™ืžื” ื”ื‘ืื”.
01:57
Students who didn't have devices with them
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ืชืœืžื“ื™ื ืฉืœื ื”ื™ื• ืœื”ื ืžื›ืฉื™ืจื™ื ืื™ืชื
01:58
were begging their parents
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ื”ืชื—ื ื ื• ืœื”ื•ืจื™ื”ื
02:00
to pull out their smart phones
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ืœื”ื•ืฆื™ื ืืช ื”ืกืžืจื˜ืคื•ืŸ
02:01
so they could participate as well.
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ื›ืš ืฉื™ื•ื›ืœื• ืœื”ืฉืชืชืฃ ื’ื ื”ื.
02:03
It was so refreshing to see
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ื–ื” ื”ื™ื” ื›ืœ ื›ืš ืžืจืขื ืŸ ืœืจืื•ืช
02:04
that level of enthusiasm and excitement regarding learning.
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ืืช ืจืžืช ื”ื”ืชืœื”ื‘ื•ืช ื•ื”ื”ืชืจื’ืฉื•ืช ื‘ืงืฉืจ ืœืœืžื™ื“ื”.
02:09
A creative use for teachers for QR codes
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ืฉื™ืžื•ืฉ ื™ืฆื™ืจืชื™ ืœืžื•ืจื™ื ืขื‘ื•ืจ ืงื•ื“ื™ QR
02:11
is for positive reinforcement.
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ื”ื•ื ืœื—ื™ื–ื•ืง ื—ื™ื•ื‘ื™.
02:14
Put up a poster in your classroom
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ืฉื™ืžื• ืคื•ืกื˜ืจ ื‘ื›ื™ืชื”
02:15
with numbered QR codes,
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ืขื ืงื•ื“ื™ QR ืžืžื•ืกืคืจื™ื,
02:17
each one leading to a different message.
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ื›ืœ ืื—ื“ ืžื•ื‘ื™ืœ ืœื”ื•ื“ืขื” ืื—ืจืช.
02:19
When a student needs some feedback,
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ื›ืฉืชืœืžื™ื“ ืฆืจื™ืš ืžืฉื•ื‘,
02:20
tell him, 'Go scan number 5.'
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ืชื’ื™ื“ื• ืœื•, "ืœืš ืชืกืจื•ืง ืืช ืžืกืคืจ 5."
02:22
'Go scan number 22.'
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"ืœืš ืชืกืจื•ืง ืืช ืžืกืคืจ 22."
02:24
And the message will say,
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ื•ื”ื”ื•ื“ืขื” ืชื’ื™ื“,
02:25
'Great job today! I love your enthusiasm.'
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"ืขื‘ื•ื“ื” ืžืขื•ืœื” ื”ื™ื•ื! ืื ื™ ืื•ื”ื‘ืช ืืช ื”ื”ืชืœื”ื‘ื•ืช ืฉืœืš."
02:27
'Nice work! I can see you're working really hard.'
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"ืขื‘ื•ื“ื” ืžืขื•ืœื”! ืื ื™ ืจื•ืื” ืฉืืชื” ืขื•ื‘ื“ ืžืžืฉ ืงืฉื”."
02:30
It's so much more exciting for a student
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ื–ื” ื›ืœ ื›ืš ื™ื•ืชืจ ืžืจื’ืฉ ืœืชืœืžื™ื“
02:32
to get out of their seat,
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ืœืงื•ื ืžื”ื›ื™ืกื,
02:33
scan a code,
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ืœืกืจื•ืง ืืช ื”ืงื•ื“,
02:34
and interact with something
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ื•ืœืชืงืฉืจ ืขื ืžืฉื”ื•
02:36
for then the teacher just to say, 'Good job!'
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ืžืืฉืจ ืฉื”ืžื•ืจื” ืจืง ื™ื’ื™ื“, "ืขื‘ื•ื“ื” ื˜ื•ื‘ื”!"
02:39
It's much more memorable.
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ื–ื” ื”ืจื‘ื” ื™ื•ืชืจ ื–ื›ื™ืจ.
02:40
Libraries have endless uses for QR codes:
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ืœืกืคืจื™ื•ืช ื™ืฉ ืฉื™ืžื•ืฉื™ื ืื™ืŸ ืกืคื•ืจ ืœืงื•ื“ื™ QR:
02:43
scannable book reviews,
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ื‘ื™ืงื•ืจื•ืช ืกืคืจื™ื ื ื™ืชื ื•ืช ืœืกืจื™ืงื”,
02:46
lists of reading suggestions
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ืจืฉื™ืžื•ืช ืฉืœ ื”ืฆืขื•ืช ืงืจื™ืื”
02:48
and book lists on the walls,
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ื•ืจืฉื™ืžื•ืช ืกืคืจื™ื ืขืœ ื”ืงื™ืจื•ืช,
02:50
biographies.
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ื‘ื™ื•ื’ืจืคื™ื•ืช.
02:51
Imagine pulling a biography
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ื“ืžื™ื ื• ืžืฉื™ื›ืช ื‘ื™ื•ื’ืจืคื™ื”
02:52
of Martin Luther King, Jr. off the shelf,
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ืฉืœ ืžืจื˜ื™ืŸ ืœื•ืชืจ ืงื™ื ื’, ืžื”ืžื“ืฃ,
02:54
scanning a QR code,
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ืกืจื™ืงืช ืงื•ื“ ื”QR,
02:55
and being instantly taken
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ื•ืœื”ื™ืœืงื— ืžื™ื™ื“ื™ืช
02:57
to the "I Have a Dream" speech.
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ืœื ืื•ื "ื™ืฉ ืœื™ ื—ืœื•ื."
02:58
It literally makes learning come alive.
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ื–ื” ืžืžืฉ ื’ื•ืจื ืœืœืžื™ื“ื” ืœื”ืชืขื•ืจืจ ืœื—ื™ื™ื.
03:02
QR codes can add a nice 21st century twist
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ืงื•ื“ื™ QR ื™ื›ื•ืœื™ื ืœื”ื™ื•ืช ื˜ื•ื•ื™ืกื˜ ืฉืœ ื”ืžืื” ื” 21
03:04
to a traditional assignment.
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ืœืžืฉื™ืžื•ืช ืžืกื•ืจืชื™ื•ืช.
03:05
Each year, I have my class
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ื›ืœ ืฉื ื”, ื”ื›ื™ืชื” ืฉืœื™
03:07
create a poster for a book report,
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ื™ื•ืฆืจืช ืคื•ืกื˜ืจ ืœื“ื•ื— ืงืจื™ืื”,
03:09
something we've all probably done
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ืžืฉื”ื• ืฉื›ื ืจืื” ื›ื•ืœื ื• ืขืฉื™ื ื•
03:10
at some point in elementary school.
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ื‘ื ืงื•ื“ื” ืžืกื•ื™ื™ืžืช ื‘ื‘ื™ืช ื”ืกืคืจ ื”ื™ืกื•ื“ื™.
03:12
It's a little bit of a boring assignment.
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ื–ื• ืžืฉื™ืžื” ืžืขื˜ ืžืฉืขืžืžืช.
03:14
The kids enjoy it okay.
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ื”ื™ืœื“ื™ื ื ื”ื ื™ื ืžืžื ื” ืžืขื˜.
03:16
This time, I changed it up,
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ื”ืคืขื, ืฉื™ื ื™ืชื™ ืื•ืชื”,
03:17
and the second step of the assignment
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ื•ื”ืฉืœื‘ ื”ืฉื ื™ ืฉืœ ื”ืžืฉื™ืžื”
03:19
was to have them record their voices,
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ื”ื™ื” ืฉื”ื ื™ืงืœื™ื˜ื• ืืช ื”ืงื•ืœื•ืช ืฉืœื”ื,
03:21
recording an audio QR code of themselves
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ื™ืงืœื™ื˜ื• ืงื•ื“ QR ืงื•ืœื™ ืžืฉืœื”ื
03:25
giving a book review of the book.
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ื›ืฉื”ื ื ื•ืชื ื™ื ื“ื•ื— ืงืจื™ืื” ืฉืœ ื”ืกืคืจ.
03:27
They then printed the QR code,
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ืื– ื”ื ื”ื“ืคื™ืกื• ืืช ืงื•ื“ ื” QR,
03:29
attached it to the poster,
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ื—ื™ื‘ืจื• ืื•ืชื• ืœืคื•ืกื˜ืจ,
03:30
and gave the poster a hands-on, interactive quality.
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ื•ื ืชื ื• ืœืคื•ืกื˜ืจ ืื™ื›ื•ืช ืื•ื ืœื™ื™ืŸ ืžืขืฉื” ื™ื“ื.
03:34
We put them in the hallway
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ืฉืžื ื• ืื•ืชื ื‘ืคืจื•ื–ื“ื•ืจ
03:35
and kids from all different classrooms
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ื•ื™ืœื“ื™ื ืžื›ืœ ื”ื›ื™ืชื•ืช
03:37
were walking by, scanning them,
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ืขื‘ืจื•, ืกืจืงื• ืื•ืชื,
03:38
listening to these book reviews.
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ื•ื”ืงืฉื™ื‘ื• ืœื“ื•ื—ื•ืช ื”ืงืจื™ืื”.
03:40
It was so much more fun
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ื–ื” ื”ื™ื” ื›ืœ ื›ืš ื”ืจื‘ื” ื™ื•ืชืจ ื›ื™ืฃ
03:41
than just a traditional poster.
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ืžืืฉืจ ืคื•ืกื˜ืจ ืžืกื•ืจืชื™.
03:43
My class recently had the privilege of participating
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ืœื›ื™ืชื” ืฉืœื™ ื”ื™ืชื” ื”ื–ื›ื•ืช ืœื”ืฉืชืชืฃ
03:46
in a QR code lesson
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ื‘ืฉื™ืขื•ืจ ืงื•ื“ QR
03:47
led by a teacher across the country.
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ืฉื”ื•ืขื‘ืจ ืขืœ ื™ื“ื™ ืžื•ืจื” ื‘ืจื—ื‘ื™ ื”ืžื“ื™ื ื”.
03:50
If the video chat weren't exciting enough,
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ืื ื”ืฆ'ื˜ ื‘ื•ื™ื“ืื• ืœื ื”ื™ื” ืžืกืคื™ืง,
03:53
the fact that she incorporated QR codes into the lesson,
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ื”ืขื•ื‘ื“ื” ืฉื”ื™ื ืฉื™ืœื‘ื” ืงื•ื“ื™ QR ืœืชื•ืš ื”ืฉื™ืขื•ืจ,
03:56
my students, from their seat,
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ื”ืชืœืžื™ื“ื™ื ืฉืœื™, ืžื›ืกืื•ืชื™ื”ื,
03:58
from the comfort of their classroom,
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ืžื”ื ื•ื—ื•ืช ืฉืœ ื”ื›ื™ืชื”,
ื™ื›ืœื• ืœืžืขืฉื” ืœืกืจื•ืง ืืช ื”ืงื•ื“ื™ื ืขืœ ืžืกืš ื”ืžื—ืฉื‘,
04:00
could actually scan the codes on the computer screen,
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04:02
interacting with her QR codes from 3,000 miles away,
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ื•ืœืชืงืฉืจ ืขื ืงื•ื“ื™ ื”QR ืฉืœื” ืžืžืจื—ืง 4,800 ืงื™ืœื•ืžื˜ืจ,
04:06
was incredibly exciting and memorable for my students.
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ื”ื™ืชื” ืžืžืฉ ืžืจื’ืฉืช ื•ื–ื›ื™ืจื” ืœืชืœืžื™ื“ื™ื ืฉืœื™.
04:09
They did not stop talking about the lesson for weeks.
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ื”ื ืœื ื”ืคืกื™ืงื• ืœื“ื‘ืจ ืขืœ ื”ืฉื™ืขื•ืจ ื‘ืžืฉืš ืฉื‘ื•ืขื•ืช.
04:12
You just don't get that kind of memorable,
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ืืชื ืคืฉื•ื˜ ืœื ืžืงื‘ืœื™ื ื—ื•ื•ื™ื•ืช ื›ืืœื”
04:15
engaging experience using a worksheet
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ื–ื›ื™ืจื•ืช, ื•ืžืืœืคื•ืช ื‘ืฉื™ืžื•ืฉ ื‘ื“ืคื™ ืขื‘ื•ื“ื”
04:18
or reading from a textbook.
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ืื• ืงืจื™ืื” ืžืกืคืจ.
04:20
QR codes have a possible use
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ืœืงื•ื“ื™ QR ื™ืฉ ืฉื™ืžื•ืฉ ืืคืฉืจื™
04:22
in every grade level,
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ื‘ื›ืœ ื›ื™ืชื”,
04:24
with every subject area.
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ืขื ื›ืœ ื ื•ืฉื.
04:26
Kindergarten teachers can have their students
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ื’ื ื ื™ื ื™ื›ื•ืœื™ื ืœืชืช ืœืชืœืžื™ื“ื™ื ืฉืœื”ื
04:28
scan a QR code that leads to a phonics lesson.
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ืœืกืจื•ืง ืงื•ื“ื™ QR ืฉืžื•ื‘ื™ืœื™ื ืœืฉื™ืขื•ืจ ืžื•ื–ื™ืงื”.
04:31
The music teacher can create audio QR codes
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ืžื•ืจื” ื”ืžื•ื–ื™ืงื” ื™ื›ื•ืœ ืœื™ืฆื•ืจ ืงื•ื“ื™ QR ืงื•ืœื™ื™ื
04:34
of their students playing instruments or singing.
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ืฉืœ ื”ืชืœื™ืžื™ื“ื™ื ืžื ื’ื ื™ื ื‘ื›ืœื™ื ืื• ืฉืจื™ื.
04:37
PE teachera can post real-time race results
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ืžื•ืจื™ ื”ืชืขืžืœื•ืช ื™ื›ื•ืœื™ื ืœื”ืขืœื•ืช ืชื•ืฆืื•ืช ืžืจื•ืฆื™ื ื‘ื–ืžืŸ ืืžืช
04:39
or athletic event results,
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ืื• ืชื•ืฆืื•ืช ืฉืœ ืืจื•ืขื™ื ืื˜ืœื˜ื™ื™ื,
04:41
all attached to a QR code.
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ื›ื•ืœื ืžื—ื•ื‘ืจื™ื ืœืงื•ื“ื™ QR.
04:43
The student council or the PTO can advertise
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ืžื•ืขืฆืช ื”ืชืœืžื™ื“ื™ื ืื• ื”ื”ื•ืจื™ื ื™ื›ื•ืœื™ื ืœืคืจืกื
04:46
upcoming school events all around the school
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ืืจื•ืขื™ื ื‘ื™ืช ืกืคืจื™ื™ื ืงืจื•ื‘ื™ื ืžืกื‘ื™ื‘ ืœื‘ื™ืช ื”ืกืคืจ
04:49
and send home on flyers via QR code.
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ื•ืœืฉืœื•ื— ื”ื‘ื™ืชื” ืขืœ ืคืœื™ื™ืจื™ื ื“ืจืš ืงื•ื“ื™ QR.
04:52
The possibilities with this free and easy tool are endless.
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ื”ืืคืฉืจื•ื™ื•ืช ืขื ื”ื›ืœื™ ื”ืคืฉื•ื˜ ื•ื”ื—ื™ื ืžื™ ื”ื–ื” ื”ืŸ ืœืœื ื’ื‘ื•ืœื•ืช.
04:55
If used properly, QR codes have the potential
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ืื ืžืฉืชืžืฉื™ื ื‘ื”ื ื ื›ื•ืŸ, ืœืงื•ื“ื™ QR ื™ืฉ ืืช ื”ืคื•ื˜ื ืฆื™ืืœ
04:59
to awaken a student,
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ืœื”ืขื™ืจ ืืช ื”ืชืœืžื™ื“ื™ื,
05:00
transform a lesson,
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ืœื”ืคื•ืš ืืช ื”ืฉื™ืขื•ืจ,
05:01
and bring down the walls of your classroom,
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ื•ืœื”ืคื™ืœ ืืช ื”ืžื—ื™ืฆื•ืช ืฉืœ ื”ื›ื™ืชื”,
05:04
creating the ultimate 21st century learning opportunity.
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ื•ืœื™ืฆื•ืจ ืืช ื—ื•ื•ื™ืช ื”ืœืžื™ื“ื” ื”ืื•ืœื˜ื™ืžื˜ื™ื‘ื™ืช ืฉืœ ื”ืžืื” ื”21.
ืขืœ ืืชืจ ื–ื”

ืืชืจ ื–ื” ื™ืฆื™ื’ ื‘ืคื ื™ื›ื ืกืจื˜ื•ื ื™ YouTube ื”ืžื•ืขื™ืœื™ื ืœืœื™ืžื•ื“ ืื ื’ืœื™ืช. ืชื•ื›ืœื• ืœืจืื•ืช ืฉื™ืขื•ืจื™ ืื ื’ืœื™ืช ื”ืžื•ืขื‘ืจื™ื ืขืœ ื™ื“ื™ ืžื•ืจื™ื ืžื”ืฉื•ืจื” ื”ืจืืฉื•ื ื” ืžืจื—ื‘ื™ ื”ืขื•ืœื. ืœื—ืฅ ืคืขืžื™ื™ื ืขืœ ื”ื›ืชื•ื‘ื™ื•ืช ื‘ืื ื’ืœื™ืช ื”ืžื•ืฆื’ื•ืช ื‘ื›ืœ ื“ืฃ ื•ื™ื“ืื• ื›ื“ื™ ืœื”ืคืขื™ืœ ืืช ื”ืกืจื˜ื•ืŸ ืžืฉื. ื”ื›ืชื•ื‘ื™ื•ืช ื’ื•ืœืœื•ืช ื‘ืกื ื›ืจื•ืŸ ืขื ื”ืคืขืœืช ื”ื•ื•ื™ื“ืื•. ืื ื™ืฉ ืœืš ื”ืขืจื•ืช ืื• ื‘ืงืฉื•ืช, ืื ื ืฆื•ืจ ืื™ืชื ื• ืงืฉืจ ื‘ืืžืฆืขื•ืช ื˜ื•ืคืก ื™ืฆื™ืจืช ืงืฉืจ ื–ื”.

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