Open AccessCompetencia digital docente y el uso de la realidad aumentada en la enseñanza de ciencias en Educación Secundaria Obligatoria.
Author(s) -
Antonio-José Moreno-Guerrero,
Antonio Manuel Rodríguez García,
Carmen Rodríguez Jiménez,
Magdalena Ramos Navas-Parejo
Publication year - 2021
Publication title -
fuentes/revista fuentes
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.132
H-Index - 2
eISSN - 2172-7775
pISSN - 1575-7072
DOI - 10.12795/revistafuentes.2021.v23.i1.12050
Subject(s) - augmented reality , competence (human resources) , psychology , descriptive statistics , sociology , mathematics education , humanities , pedagogy , computer science , art , mathematics , social psychology , artificial intelligence , statistics
Today, technology is a major issue in society, so it is essential to have acquired digital competence in order to be successful in it. An example of the growing use of technology in education is the didactic use of Augmented Reality, which offers the area of science a wealth of possibilities to facilitate the teaching-learning process. The aim of this study is to understand the impact of digital competence on the use of augmented reality as a teaching resource in science-related classes. The method used is quantitative, non-experimental, descriptive, correlational and predictive. The data collection has been carried out through an ad hoc questionnaire on digital teaching competence and augmented reality with different levels of response. The results show that augmented reality is a resource that has been used by teachers teaching science, presenting them with an average level of digital competence. We conclude by stating that teachers who use augmented reality are more digitally competent than those who do not..