Abstract
Online scavenger hunts have become increasingly popular in recent months and have drawn the interest of K-12 educators as they switched to remote and virtual teaching. However, there is a gap in the literature associated with the benefits and challenges of creating online scavenger hunts for K-5 learners. This study addresses that gap as preservice teachers enrolled in a content area literacy course designed K-5 content area-based online scavenger hunts. Results from this action research study indicate that preservice teachers found that they could differentiate the scavenger hunts to make them engaging for learners while also teaching them technology and literacy skills. Data revealed that the challenges included the time it takes to create an online scavenger hunt as well as the access learners may have to complete the activity.
TopBackground
K-12 Digital Equity
Even before the Covid-19 pandemic, there were barriers to device and internet access for K-12 students and parents. Educators increasingly integrate technology into daily activities and homework assignments. As a result, K-12 students need to be more reliant on digital devices and have access to the internet to complete these requirements. However, when students have varying levels of access to devices and the internet, this disparity, known as the “homework gap” exists because students with access have a number of advantages over others in completing school assignments (Ravi, 2020).
The Universal Design for Learning set three guidelines for digitally equitable classrooms. The first is for educators to provide multiple means of engagement. This can be done by instilling information literacy skills through exposure to collaborate learning communities online and leveraging digital content to ensure multiple cultures and examples are represented. The second guideline is for educators to allow students to provide multiple means of representation. Opportunities for live instruction including both video and audio conferencing, asynchronous learning, and print and online/offline content are helpful for this area. Finally, educators should provide multiple means of action and expression. Virtual learning should include flexible ways to share information and resources.
Key Terms in this Chapter
Quad Text Framework: Four types of texts that include a visual text, target text, informational text, and a hook text.
K-12 Digital Equity: Making sure students have equal access to devices and the internet so that they can fully participate in the virtual, hybrid, or face-to-face classroom.
Differentiation: Tailoring instruction to meet individual or subgroup learning needs.
Content Area Literacy: Reading and writing approaches that are common across content disciplines.
Virtual Scavenger Hunt: Remote games where players work to answer riddles or challenges
Bitmoji: A Bitmoji is an expressive cartoon avatar. You can add your own style, features, and details to a Bitmoji which can be used for stickers, in digital presentations, signs, etc.
Social Emotional Learning: The process through which everyone acquires and applies the skills to develop healthy identities, manage emotions, show empathy for others, establish and maintain supportive relationships, and make responsible, caring decisions.