Social Education 77(2), pp 99–101 ©2013 National Council for the Social Studies Technology for Inquiry, Innovation, and Integration Taking It to the Street: Using QR Codes to Tell Student- Created (Hi)stories on Location

Mark van ‘t Hooft

One of the challenges that social studies educators face daily is how to make student in advertising or on product packaging, learning relevant. Digital technologies can play an important role by connecting what QR codes are ideal tools for education, happens in the classroom to the world beyond. It is important, however, that such a as they can be used to enhance learn- link not be limited to gleaning information from Internet searches, where students are ing inside and outside of the classroom merely consumers of information. Instead, digital technologies should be integrated by amplifying physical resources with in ways that provide students with learning experiences that go beyond what can be digital ones.2 done without technology.1 One way to do this is by turning students into producers of information and having them create content rather than simply consume. This article describes an initiative in which teachers and students used a variety of digital tools to research local history and create digital stories accessible at their relevant location by way of QR codes.

For example, in the social studies, QR codes can be used to make maps, timelines, displays, and even physical locations interactive by linking them to

Photo by Mark van ‘t Hooft websites or multimedia with questions or clues related to various learning activities. They can also be used to scaffold learn- ing by connecting students to additional information, hints that might help them solve problems, or video tutorials. The beauty of QR codes is that they can be used to give students access to targeted content without having to spend a lot of time searching for information; obvi- Students from Walls Elementary School in Kent, Ohio, aggregate their research findings on a wiki ously, such content can include teacher page. March 2011. or student-created materials.

QR Codes QR codes can be scanned by smart- The GeoHistorian Project QR, or quick response, codes are small phones or other wireless mobile devices The GeoHistorian Project (www. squares made up of black and white to access a variety of digital content (see rcet.org/geohistorian) is the result of pixels that function much like the more sidebar on p. 101). Examples of embed- a collaborative effort between Kent traditional bar codes. The main differ- ded content include text, map coordi- State University’s Research Center ence is that due to their design, QR codes nates, and hyperlinks to websites or for Educational Technology, the Kent can hold much more information than multimedia content such as videos and Historical Society, and five teachers from bar codes. podcasts. While they are mostly used the Kent City Schools.3 Participating March / April 2 013 99 teachers and students in Kent, Ohio, 4. Creating Historical Digital Stories worked with their local historical soci- The final step is to turn the storyboards ety and community members at various into digital stories. Students use digital historical sites to research Kent’s local storytelling software to create a timeline history and create digital short stories. of pictures, record the narrative, and Photo by Mark van ‘t Hooft The core of the GeoHistorian Project add finishing touches such as titles and is its curriculum, which is available for credits. A checklist guides each group free at www.rcet.org/geohistorian/curricu to ensure a quality end product. Again, lum/ and includes all support materials as the local historical society performs well as a list of items to consider before a final check for accuracy. After the implementation. The unit is divided into digital stories have been rendered, they four segments and its content is linked are uploaded to a web server or media- to standards from the National Council sharing site such as YouTube. The URL for the Social Studies, National Council Students, teachers, and parents approach the (Internet address) associated with each of Teachers of English/International historical Marvin Kent House in Kent, Ohio, for video is then used to create the QR codes. a tour. May 2011. Reading Association, and International Once the QR codes have been tested, Society for Technology in Education.4 analysis of the locations under study they can then be installed at their respec- Throughout the unit, students utilize a (with, in some cases, interaction with tive sites (e.g. on permanent plaques), variety of readily available, off-the-shelf current owners). Each group aggregates or be used to create walking tours or digital tools while learning about local its research on a wiki page in prepara- brochures. history, what it means to be a historian, tion for the storyboarding and script and digital storytelling. writing phase. Curriculum Implementation and During this segment of the unit, stu- Lessons Learned 1. Introduction to Digital Storytelling dents also learn about skills that his- Originally designed as a four-week unit Following a brief introduction to the torians have to develop to successfully for middle and high school students, we entire unit, including a QR code dem- do their work. For example, they learn implemented the GeoHistorian cur- onstration, students learn about digital how to properly analyze photographs, riculum with two groups of fifth grade storytelling by viewing and assessing documents, and artifacts, as well as students during the 2010–2011 and sample digital stories, using a rubric how to corroborate information from 2011–2012 school years. Following each as guidance. Next, they get hands-on multiple sources. Students are expected implementation, the necessary adjust- practice by creating brief histories about to apply these skills while doing their ments were made to the curriculum. their own lives, which they share with own research. Time permitting, student For one, we found that while the unit classmates for review. These prelimi- groups also share their findings with covers a substantial amount of content nary activities serve several purposes. their classmates. and skills, it was also characterized by First, they help students develop an its flexibility. For example, if students understanding of what a good digital 3. Storyboarding and Script Writing were already familiar with digital story- story looks and sounds like with regards Once the research has been completed, telling, most of the first week’s content to both content and design. Second, students organize their findings. They could be skipped. In contrast, if more these activities encourage students do so by creating storyboards and scripts time was needed for certain activities, to think historically. Third, students (using Word or PowerPoint templates) such as familiarizing students with the become familiar with some of the digital that will form the basis of their digi- technologies used, the unit could easily tools they will use throughout the unit, tal stories. Students spend their time be spread out over a period longer than including digital cameras, scanners, and brainstorming, organizing, writing, four weeks. digital story creation software such as peer editing, and revising storyboards Another lesson we learned from the Microsoft’s PhotoStory. and scripts. Again, the final products trial implementations was the impor- are shared with classmates to receive tance of preparation. As a result, we 2. Historical Research feedback. In addition, the storyboards created a set of instructions that should The content of the GeoHistorian cur- and scripts are carefully reviewed by be consulted well in advance of imple- riculum focuses on local history. In small the staff of the local historical society to mentation of the GeoHistorian cur- groups, students research the history ensure that they are historically accurate. riculum. The instructions include a list of sites of local importance. Research At this point in the unit, a short break of materials and tools that should be includes Internet searches, a visit to can be built in to provide ample time gathered before starting the unit, as well the local historical society, and on-site for this review. as some suggestions for making adjust-

Social Education 100 come. Students who are exposed to the

GeoHistorian curriculum use readily Creating QR Codes available and easy-to-use digital tools QR codes are versatile and easy to create. Just as they work as historians, capturing, follow these simple steps: processing, and sharing local history, 1. Find a QR code generator. Photo by Mark van ‘t Hooft often in collaboration with local resi- 2. Choose the type of code you want to create. dents. As such, they are no longer at the 3. Enter the necessary information. receiving end of digital history efforts. 4. Click “Submit.” Students become active creators of digital historical content that is made The QR code should now appear on your screen. You can copy and paste it, or save it available within its geographical con- as an image file for future use. text to anybody with a wireless mobile device, such as a smartphone, equipped Also, here are some pointers to avoid A QR code marker installed at Stoddard's with a QR code reader. This type of common mistakes: Frozen Custard in Kent, Ohio, provides • QR codes should be at least one inch information about its rich, 65-year history. student learning has the potential to increase student appreciation of their square. Some camera phones, especially older ones with lower resolution cameras, ments. In addition, a demonstration local community, its history, and the will not be able to recognize a QR code if wiki that includes actual student work social studies in general. it is too small. samples from our implementations is • Always leave a small white border around available for viewing at http://geohistor Notes a QR code. Mobile readers need this bor- iandemo.wikispaces.com/. 1. National Council for the Social Studies, der to discern QR codes from surrounding “Technology Position Statement and Guidelines,” information, such as text or images. Third, permanent marker installation (2006): www.socialstudies.org/positions/technol- needs to be planned well ahead of time, ogy. • Use a URL shortener such as bit.ly to make 2. For examples of QR code use in education, see QR codes less complicated. The longer the especially if students and parents are to Helen Crompton, Jason LaFrance, and Mark van be involved. In our case, some instal- ‘t Hooft, “QR Codes 101,” Learning & Leading with embedded URL, the more pixels a QR code lations were delayed by the weather Technology 39, no. 8 (June/July 2012): 22-25. will have. 3. The GeoHistorian Project (2010-2011) was funded • Always test a QR code before making it or accessibility of the historical site by the National Endowment for the Humanities public, especially when using a particular at certain times of the year. A few of under Grant HD51129-10; Any views, findings, conclusions, or recommendations expressed in this QR code generator for the first time. You the markers had to be installed by city article do not necessarily reflect those of the want to make sure the embedded informa- maintenance, due to their location. National Endowment for the Humanities; Kent tion is correct and can be read by as many Finally, it is important to make the Historical Society (Kent, Ohio): www.kentohiohis different devices as possible. tory.org; Kent City Schools (Kent, Ohio): www. community aware of the markers and kentschools.net. how to access the historical content 4. National Council for the Social Studies, National Reading QR Codes Curriculum Standards for Social Studies: A To read a QR code, you need a mobile device embedded in the QR codes. As this Framework for Teaching, Learning, and Assessment was not included in the GeoHistorian (Washington D.C., NCSS: 2010); National Council with a camera, Internet access, and a QR code curriculum, project staff worked with for Teachers of English/International Reading reader. QR code readers are usually free and Association, The Standards for the English can be downloaded from various websites the local historical society to create two Language Arts (Urbana, Ill., NCTE: 1996); and app stores. Many sites will recognize your International Society for Technology in Education, brochures that were distributed locally. device and download the appropriate reader National Educational Technology Standards for In addition, we wrote several pieces that Students (Eugene, Ore., ISTE: 2007), www.iste.org/ for your device. Once installed, all you do is were published in local print and elec- standards/nets-for-students. launch the QR code reader, which will use tronic media to educate the public. the device’s digital camera to scan the QR code. The reader will convert the embedded information, and the mobile device will per- Final Thoughts form the respective action, such as accessing History is all around us; it is conveyed Mark van ‘t Hooft is a former social studies a video online. by people, buildings, and artifacts. teacher and educational technology researcher. He Unfortunately, some of this history is is currently a sponsored programs administrator at QR Code Generators and Readers Kent State University and can be reached at mvan- lost when individuals die, buildings are QR codes can be created for free on many [email protected]. He would like to thank the staff websites, such as the ones below. Most of demolished, and artifacts are destroyed and volunteers at the Kent Historical Society (www. these sites also offer QR code readers. kentohiohistory.org) for their invaluable assis- or lost. Digital technologies can help BeQRious: beqrious.com; I-nigma: www. tance, the City of Kent Maintenance Department, i-nigma.com; KAYWA: qrcode.kaywa. preserve this history. In a sense, they local community members and the teachers and stu- allow us to become citizen journalists dents from the Kent City Schools who participated com; Maestro: www.sparqcode.com; Mobile of the past, so that valuable memories in the GeoHistorian Project in 2011. Barcodes: www.mobile-barcodes.com; QR Stuff: www.qrstuff.com; Snap.vu: snap.vu will remain available for generations to March / April 2 013 101