AUGMENTED REALITY IN THE CLASSROOM OF PRIMARY EDUCATION

• Autor(a) principal: Marín Díaz, Verónica
• Data de Publicação: 2017
• Outros Autores: Sampedro Requena, Begoña Esther, Muñoz González, Juan Manuel
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Observatório
• Texto Completo: https://sistemas.uft.edu.br/periodicos/index.php/observatorio/article/view/2844
• topic: Augmented reality; initial teacher training; primary education; methodology; ICT; Augmented reality; initial teacher training; primary education; methodology; ICT; Realidad aumentada; formación inicial docente; educación primaria; metodología; TIC; Realidad aumentada; formación inicial docente; educación primaria; metodología; TIC; Realidade aumentada; Formação inicial de professores; metodología; TIC.; Educação primária; Realidade aumentada; de formação inicial de professores; educação primária; metodologia; TIC

In this paper we propose the assessment of the augmented reality by future teachers, as a teaching resource in the Primary Education stage. The research was carried out from a quantitative methodology approach, using a 32-item questionnaire that was created ad hoc and refer to specific learning aspects (inclusivity, special educational needs, teaching-learning processes…). We worked with an incidental sample of 208 students from the Primary School Teaching Degree belonging to the Faculty of Educational Sciences in the University of Cordoba. The findings indicated that future teachers in their initial training, considered the augmented reality as a valuable resource that can help improve learning processes and stimulate the development of curriculum objectives and inclusive education.