AUGMENTED REALITY IN SECONDARY EDUCATION. DESCRIPTIVE STUDY OF TEACHERS’ OPINIONS
Verónica Marín Díaz
Strony: 1-9
Opublikowano: 26 Oct 2024
DOI: 10.62991/EA1996429457
Wyświetlenia: 883
Pobrania: 163
Streszczenie: The technological revolution in the educational field is today an undeniable reality, which is why its presence in classrooms is increasingly prevalent. However, it is not without controversy, one of which is the perspective of the teaching staff, as this will determine its use or non-use. We present the preliminary findings of a larger study that outlines the views of a group of trainee teachers in the secondary education stage in Spain regarding the presence of augmented reality in classrooms. The main finding has indicated that the variables of age and macro-area of study do not show differences in the beliefs they hold about its use in the classroom. Gender appears to be a distorting factor in some respects. We can conclude that training is needed both for its incorporation into classroom methodology and for its promotion within inclusive environments.
Słowa kluczowe: mixed reality, teacher, secondary education, learn, teach
Cytowanie artykułu: Verónica Marín Díaz. AUGMENTED REALITY IN SECONDARY EDUCATION. DESCRIPTIVE STUDY OF TEACHERS’ OPINIONS. Journal of International Scientific Publications: Educational Alternatives 22, 1-9 (2024). https://doi.org/10.62991/EA1996429457
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