Mobile Device

BCNC

WHAT | Students have laminated paper “badges” that have their name, their ID number (arbitrarily assigned), and a QR code representing the same ID number. As they arrive for class, they scan their badge at a kiosk in the classroom. The kiosk is a shared smartphone that has the app Scan-IT to Office, which uses the phone’s camera to scan QR codes. When students scan their badge, the kiosk records their attendance and the time of their arrival (optional).

WHY | The main objective is to prepare job seekers for the very common workplace routine of clocking in at a kiosk using an employee badge. This is especially important for those seeking jobs in healthcare. Sub-objectives include 1) building a routine where students can check their “timecards” in Google Sheets, and 2) simplifying attendance-taking for the teacher using Microsoft Excel. (NOTE: The teacher will still need to verify attendance in the attendance tracker after each class.)

HOW | Scan-IT to Office app

1. Gather materials

   1. Google Sheets and/or Microsoft Excel attendance trackers

   2. Internet-enabled smartphone to share with class

   3. Box or shelf for your “kiosk”

   4. Laptop or desktop computer for the teacher

   5. For set-up only: a word processor like Google Docs or Canva, a printer, heavy paper or laminate

2. Make QR code “badges” (Skip to #3 if your organization provides student badges)

   1. Generate QR codes using a free generator like QR Code Generator. 

      1. For QR code destination, select Text and type the student’s name below. 

      2. One by one, download the QR codes for the next step.

   2. Create badges in Google Docs or Microsoft Word.

      1. Insert the QR code images into a document. 

      2. Make the image as large as the page. Type the student name under it. 

      3. Alternatively, you can make badges in Canva based on one of their free templates.

   3. Print 6 pages to a sheet and cut apart. (Optional: Laminate the badges.)

3. Set up attendance tracker from SpreadsheetClass.com

   1. Get the Google Sheets and Microsoft Excel attendance trackers from SpreadsheetClass.com. 

   2. Follow instructions from SpreadsheetClass.com to set up your attendance tracker with weekends.

   3. Add student names to the tracker exactly how they are written for the QR code badge (case sensitive, be cognizant of spaces).

   4. NOTE: BCNC uses TWO attendance trackers: one in Excel to use within BCNC, and one in Google Sheets to share with students. The Scan-IT to Office app updates them simultaneously.

4. Add formulas to your attendance tracker for Scan-IT

   1. Follow these instructions for either Excel and Google Sheets, and for each attendance tracker you use. 

   2. First, make a new sheet in your workbook. Rename the new sheet “ScanIT” (case sensitive, no spaces).

   3. Copy the following formula into cell J5: =IF(J$4=TODAY(),IF(COUNTIF(ScanIT!$A:$A,A5)>0,"p","a"),"…?") 

   4. Drag this formula vertically so it applies to each student. Drag this formula horizontally so that it applies to each day you will have class. 

   5. You may need to manually clear the formula from weekends and holidays.

   6. Final check: You will see ...? (in gray) when the formula is in the cell. 

5. Download the Scan-IT app

   1. Download the Scan-IT to Office app on your smartphone. 

6. Connect the Scan-IT scanner to your attendance tracker

   1. Connect your attendance tracker to your scanner by adding the Scan-IT extension (Google Sheets) or the Scan-IT add-on (Microsoft Excel).

   2. Follow the instructions from the Scan-IT manual to pair to your smartphone.

   3. Repeat if you have multiple attendance trackers that you would like to update simultaneously.

7. Make a kiosk for the classroom

   1. Check your device settings to make sure the phone screen will stay on for a while so students can use the app whenever they arrive.  

   2. Put the smartphone on the box or shelf with the screen up and the front camera facing the table so students can slide the badge across the table below. 

   3. Check your lighting or camera settings. When you slide the badge under the phone, you should see it on the screen facing you like this:

8. Test it!

   1. Before giving students access, try scanning their badges. 

   2. Each day, red letter As will fill the column for the day until students scan their badge.

   3. When a student scans their badge, a green letter P should appear, and any attendance calculations will be updated.

   4. NOTE: The green Ps will disappear each day unless the teacher copies them “values only” (see step #11).

9. Explain the routine to students

   1. Distribute the badges in class. Explain key terms and rationale (i.e., “Clocking in at a kiosk with your employee badge is something that employees do every day. Your teacher will use this information to track attendance”). 

   2. Model scanning the badge. Depending on the group, you may also want to show the students how to use the app itself for troubleshooting.

   3. Optional or weekly: Share your Google Sheet as “view only” as an announcement in Google Classroom. Instruct students to email the teacher or comment if they believe the information is incorrect.

10. Daily Set-Up (to be done BEFORE each class)

    1. Open your attendance tracker on your laptop or desktop computer.

    2. Go to the sheet “ScanIT.” Click on cell A1.

    3. Open the Scan-IT extension (Google Sheets) or Scan-IT add-on (Excel) so it appears on the right side of your screen. 

    4. If you want to use multiple attendance trackers, repeat for each one.

    5. NOTE: You may use your computer for other work while students are scanning their badges, but do not move your cursor from cell A1.

11.  Daily Wrap-Up (to be done AFTER each class)

1. Open your attendance tracker. Go to the Attendance sheet.

2. Check that the data in the Attendance sheet is correct. Edit as needed. 

3. Copy VALUES ONLY for the attendance information starting on row 5. 

4. Go to the sheet “ScanIT.” Clear all data from the sheet to reset it. If you don’t do this, your attendance will reset at midnight.

DIGITAL SKILLS | Implementing this routine connects to the following digital skill(s):

• MO.4 Identify Basic Mobile Features | Students scan a QR code using the front camera on a shared mobile device. Ask: What information are you sending to the app? (Name, timestamp.) How are you sending it? (Scan with camera.) How does the mobile app show you that your information was received? (Name on the screen is green, beep sound.) What should you do if the camera is not working? (Restart the app or enter data manually.)

• WO.4 Choose the Appropriate Tools | Students use a shared mobile device as a means to mark attendance as opposed to their own phone. Ask: Why does your teacher (or employer) request that you do this? (Attendance.) Can you use your own phone? Why or why not? (No. The shared mobile device has a mobile app which stores data locally.)

EMPLOYABILITY SKILLS | Implementing this routine connects to the following employability skill(s):

• Personal Qualities: Demonstrates responsibility and self-discipline | Students are responsible for recording their own attendance. If they do not scan the QR code, the teacher may follow up; similarly, in a job context, an employer would also follow up. As a possible extension activity, students could be granted access to the PDF that QR Attendee generates to approve or add their own comments for the teacher. Students could also be asked to reflect on what barriers or supports influence their attendance. Ask: Who is responsible for tracking your attendance? (Myself and the teacher.) How is my attendance? Why is that? (By percentage, answers vary.)

Maverick Landing Community Services

WHAT | Prior to the implementation of this routine, the instructor configures learner groups within the mobile messaging application and assigns participants accordingly. This routine functions as a modular component of a blended instructional model that integrates a video conferencing platform as a synchronous virtual learning environment to support real-time interaction, guided practice, and instructor feedback.

WHY | This routine recontextualizes skills that immigrant learners already use daily and feel comfortable navigating to engage with academic and professional topics. By delivering short audio/video lessons, handouts, and interactive prompts through a familiar tool, the routine removes common digital barriers and makes learning more accessible. Students can respond with voice notes, text messages, or photos from their everyday environment, transforming real-life moments into meaningful language practice. This ongoing exchange fosters continuous engagement, peer interaction, and reflection beyond the traditional classroom setting, ultimately enhancing learning outcomes.

HOW | WhatsApp

1. Each lesson begins with a structured set of posts. In the morning or at the start time, share:

   1. An introductory video (teacher-made or curated)

      1. Keep it short (1–3 minutes).

      2. Use it to introduce the topic, activate prior knowledge, or preview vocabulary.

   2. The instructional material

      1. Post an instructional video or a short reading file related to the lesson.

      2. Explain what students should watch or read.

   3. Clear task instructions

      1. Provide simple exercises such as a prompt, vocabulary task, or listening activity.

      2. Use examples or sentence frames when helpful.

2. Monitor and support asynchronous participation.

   1. Check the group periodically to answer questions and acknowledge students’ work.

   2. Encourage learners to respond using voice notes, photos, or short text depending on their comfort level.

   3. Provide quick feedback or clarification when needed.

   4. Tip: Use emojis and short supportive messages to increase motivation.

3. After the Zoom session:

   1. Post a summary or a “key takeaways” message.

   2. Share optional extension tasks or vocabulary practice.

   3. Encourage students to revisit the materials in the group if needed.

4. To make the routine predictable and effective:

   1. Follow the same structure each day (Intro → Instruction → Task → Zoom → Summary).

   2. Share all materials in the WhatsApp group so students can review them anytime.

   3. Use repetition to build digital literacy and classroom habits.

DIGITAL SKILLS | Implementing this routine connects to the following digital skill(s):

• CO.3 Make Voice and Video Calls | Learners record and send video messages through a mobile messaging platform to practice speaking in real time and simulate face-to-face interaction. They also create and share audio messages, strengthening pronunciation, fluency, and listening comprehension. Through responding to peers’ video and audio recordings, learners build two-way digital communication skills and confidence in using mobile communication tools for language learning. Mastering voice/video calls supports remote work readiness, telehealth navigation, and participation in virtual community services. Ask: What steps did you take to create the video or audio recording? What felt easier or harder about speaking on video today? How could this process help you outside the class (e.g., work, appointments, school meetings)?

• CO.8 Use Messaging Tools | Students read instructions, send text responses, interact with classmates, and engage with multimedia materials (photos, PDFs, audio) inside messaging app. This builds fluency in using messaging platforms for learning and professional communication. Messaging platforms are widely used in workplaces, healthcare settings, and community programs. Comfort using these tools increases a learner’s ability to stay informed and participate. Ask: How did you respond to today’s activity—text, audio, or a picture? Why did you choose that method? What did you learn about sending messages clearly or politely? How can messaging help you communicate with employers, teachers, or services?

• LL.2 Adapt to New Technology | Learners switch from the messaging app to real-life use of different tools: opening YouTube videos, downloading PDFs, scrolling through content, and completing work independently before live discussions. They gradually build confidence, troubleshooting and learning new tools through repetition. Digital resilience depends on the ability to learn new technologies over time—not just use existing ones. This routine builds adaptability and self-directed learning behaviors. Ask: What new digital step did you learn this week (e.g., opening a PDF, clicking links)? How did you figure out what to do when something didn’t work right away? What helps you feel more confident when learning a new app or digital tool?

• IS.1 Use and Apply Information | Learners must read instructions, interpret visuals, navigate between apps, and identify which videos/documents relate to the daily topic. They practice deciding what is important, summarizing content, and applying it to tasks. Information analysis is essential for navigating online services, job postings, forms, and health information. This routine builds foundational digital comprehension skills. Ask: What information did you need from the instructional video or handout today? How did you know you were looking at the correct file or link? What strategies helped you understand the content (pausing, rewatching, asking questions)?

• PS.6 Recognize Online Threats | Learners practice not sharing links publicly, identifying safe links, using respectful communication, and maintaining privacy in group messaging. Digital resilience requires individuals to stay safe, avoid scams, and manage privacy risks. Ask: Why is it important not to share the links outside the class? How can you recognize a safe or unsafe link online? What does respectful communication look like in a messaging group?

EMPLOYABILITY SKILLS | Implementing this routine connects to the following employability skill(s):

• Communication Skills | Learners read written instructions and prompts in messaging app. They respond using text messages, voice notes, or pictures—mirroring communication methods used in many workplaces. They interpret multimodal information (videos, PDFs), which strengthens workplace communication comprehension. Ask: What communication skills did you use today (writing, speaking, listening)? How did you make sure your message in the messaging app was clear? What strategies helped you understand the teacher’s instructions or video? How does participating in a messaging app video call prepare you for workplace communication?

• Personal Qualities | Students must complete asynchronous work, which requires responsibility and time management. They participate consistently, submit assignments, and join sessions—mirroring workplace expectations. Completing tasks independently and asking questions fosters a willingness to learn and self-direction. Ask: What did you do today that showed responsibility or self-discipline? How did you manage your time to complete the activities on time? What did you learn about yourself as a learner using this routine? How might these behaviors help you succeed in a job?

• Technology Use | Learners navigate messaging apps, YouTube, PDFs, camera uploads—multiple digital tools commonly used in workplaces. They learn to troubleshoot issues (e.g. link navigation), building digital confidence and adaptability. Switching between apps builds digital fluency and transferable technology skills. Ask: What new technology step did you practice today? How confident do you feel using the messaging app compared to the beginning of the course? How can these digital skills help you in a future job or training program? What challenges did you overcome when using today’s tools?

• Information Use | Students locate instructional materials in the messaging app and select the correct files or videos. They interpret videos or readings to complete tasks. They organize and communicate their responses through appropriate formats (voice note, text, photo). They use information to participate meaningfully in discussions. Ask: How did you find and use the information needed to complete today’s task? What clues helped you know which material to open first? How can you use this skill of locating and understanding information in the workplace? Did you communicate your understanding clearly? How?

• Interpersonal Use | Messaging apps groups interaction encourages supportive peer relationships. In the groups, learners collaborate, negotiate meaning, and help each other understand content. Practicing respectful digital communication models workplace professionalism. Ask: How did you support a classmate in messaging app today? What teamwork skills did you use during discussion? How does communicating respectfully online relate to workplace expectations?