Thorne (2016) contends that as portable technologies become increasingly common in the classroom educators should find ways to take advantage of their educative potential. He sees Quick Response (QR) codes as an assistive technology to exploit their educative potential and defines them as a type of matrix barcode that can be scanned by students quickly and easily to engage with online materials, including videos, podcasts and images. He presents a variety of ideas for integrating QR codes in the classroom including their use in collaborative and communicative lessons.
QR Codes are a simple assistive technology to facilitate file sharing and internet navigation. The use of QR codes is becoming increasingly widespread. I use them to exchange contact details for the networking app, WeChat and note they are commonly used in China in advertising and packaging to allow consumers to obtain more information about products and services. They look likely to become increasingly popular as developer of mobile apps find an increasing range of ways to use them. unless something more convenient is developed to usurp their role.
Thorne, T. (2016). Augmenting Classroom Practice with QR Codes. Tesol Journal, Vol. 7(3), pp. 746-754. Retrieved January 9th, 2017 from http://onlinelibrary.wiley.com/doi/10.1002/tesj.257/abstract;jsessionid=030CBB5F33421C53326CC2ABEFE035B3.f04t02?systemMessage=Wiley+Online+Library+Journal+subscribe+and+renew+pages+for+some+journals+will+be+unavailable+on+Wednesday+11th+January+2017+from+06%3A00-12%3A00+GMT+%2F+01%3A00-07%3A00+EST+%2F+14%3A00-20%3A00+SGT+for+essential+maintenance.+Apologies+for+the+inconvenience