Uses and Integration of Augmented Reality in the Educational Cooperatives of Andalusia (Spain)

Autor/inn/en	López-Belmonte, Jesús; Pozo-Sánchez, Santiago; Fuentes-Cabrera, Arturo; Romero-Rodríguez, José María
Titel	Uses and Integration of Augmented Reality in the Educational Cooperatives of Andalusia (Spain)
Quelle	In: Journal of Technology and Science Education, 10 (2020) 1, S.4-16 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (López-Belmonte, Jesús) ORCID (Pozo-Sánchez, Santiago) ORCID (Fuentes-Cabrera, Arturo) ORCID (Romero-Rodríguez, José María)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2014-5349
Schlagwörter	Computer Simulation; Foreign Countries; Technology Integration; Electronic Learning; Handheld Devices; Information Technology; Cooperatives; Technological Literacy; Educational Innovation; Pedagogical Content Knowledge; Age Differences; Teacher Competencies; Work Experience; Geographic Regions; Secondary School Teachers; Information Literacy; Spain + Suchen Sie Ihr Suchwort? Computergrafik; Computersimulation; Ausland; Informationstechnologie; Genossenschaftswesen; Technisches Wissen; Instructional innovation; Bildungsinnovation; Pädagogische Kompetenz; Age; Difference; Age difference; Altersunterschied; Lehrkunst; Employment experience; Job experience; Occupational experience; Berufserfahrung; Informationskompetenz; Spanien
Abstract	The use of mobile devices in classrooms is becoming more and more common. The introduction of these resources to produce learning is part of the mobile learning methodology. Among the possibilities of these devices provide we can find, as an emerging technology, augmented reality, which combines elements of the real world with virtual images. The purpose of this paper is to know the impact of the augmented reality in the educational cooperatives of Andalusia. In this regard, educational cooperatives are centers characterized in their origin by promoting the development of methodologies based on Information and Communication Technologies (ICT). The data collection instrument used in this questionnaire is a quantitative methodology of a descriptive nature. The questionnaire was prepared ad hoc according to the existing literature and the answers coded on a Likert scale. The results show that only a minority of teachers implement the augmented reality in their classes. In addition, there are statistically significant differences in terms of professional experience, so that younger teachers tend to implement methodologies based on the use of emerging mobile technologies such as augmented reality. Finally, it is emphasized that despite the constant technological advance of mobile devices in society, their application in the classroom occurs slowly. (As Provided).
Anmerkungen	Journal of Technology and Science Education. ESEIAAT, Department of Projectes d'Enginyeria c/Colom 11, 08222 Terrassa, Spain. e-mail: info@jotse.org; e-mail: info@omniascience.com; Web site: http://www.jotse.org/index.php/jotse
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01