From Users to Technological Mediators: Experiences of Pre-service Teachers Incorporating VR and AR Technologies in Their Initial Teaching Strategies

Title
Publication TypeBook Chapter
Año de publicación2024
AuthorsPrado-Medel, C
Título de LibroProceedings of TEEM 2023
Volumen1
Edición1
Número de Volúmenes1
Series VolumeLecture Notes in Educational Technology
PáginasXXIV, 1512
PublisherSpringer
CitySingapore
ISBN978-981-97-1814-6 Published: 04 August 2024
KeywordsAR, Digital Competences in education, Grounded Theory, pre-service teachers, University teacher formation, VR
Resumen

Many universities, that are forming future teachers had realized massive investments on technological infrastructure and the modification of curricular grids, in order to develop and improve the digital competences in education. The aim of this document is to exhibit the principal intervening conditions – both facilitating and hindering – which are present when these pre-service teachers begin to incorporate virtual reality (VR) and augmented reality (AR) technologies on their initial teaching strategies during their supervised internships. For this purpose, eleven semi-structured interviews were conducted with third-year pedagogy students from a Chilean university, which were analyzed on a descriptively and relationally level using the procedures of the Grounded Theory. The discoveries have shown a dimmed perception of the benefits obtained using technologies on terms of innovation for the students; at the same time disappointment and critic are noticed regarding the real contribution of technology in promoting quality learning. The data highlight the value and necessity of specific training to integrate technology in the classroom, as a transition from being a user to being a technological mediator.

DOI10.1007/978-981-97-1814-6
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