AUGMENTED REALITY IN THE CLASSROOM OF PRIMARY EDUCATION
DOI:
https://doi.org/10.20873/uft.2447-4266.2017v3n5p634Keywords:
Augmented reality, initial teacher training, primary education, methodology, ICTAbstract
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.
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