How to Systematically Assess Teachers' Opinions on Augmented Reality Interventions
We know from related literature and from practice that teachers are important stakeholders when it comes to helping students acquire knowledge and competencies. Also, teachers' attitudes and beliefs towards digital media, the way they implement these into their lessons, and their digital pedagogical competencies are of central importance for the sucessful integration of digital media into lessons (Hobbs & Tuzel, 2017; Redecker, 2017; Mishra & Koehler, 2006).
Against this background, the ARETE research approach for pilots 1 and 2 also takes into account the teachers' perspective and systematically assesses the experiences teachers have in the ARETE pilots. For this purpose, we are working with multiple methods and combine interviews and focus groups with questionnaires to be filled in before the intervention and after the intervention. This way, we can learn more about the following aspects:
- Which attitudes and beliefs towards Augmented Reality and which experiences do teachers bring along?
- How do the teachers implement the app into their teaching?
- How do teachers evaluate the apps?
- Which aspects of AR apps do teachers consider a valuable addition to their common teaching and learning approaches?
- What are the factors that hinder or facilitate a successful implementation?
- How does the AR implementation impact on students’ motivation and classroom engagement?
The analysis of these and further aspects allows us to get a better picture of the impact the ARETE Augmented Reality-applications have in teaching and learning scenarios. Furthermore, this allows for innovative insights into the potential of Augmented Reality for teaching and learning in general.
Hobbs, R., & Tuzel, S. (2017). Teacher Motivations for Digital and Media Literacy: An Examination of Turkish Educators. British Journal of Educational Technology, 48(1), 7–22.
Redecker, C. (2017). European Framework for the Digital Competence of Educators: DigCompEdu. Y. Punie, Ed., Luxembourg, Luxembourg: Publications Office of the European Union.
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for integrating technology in teachers’ knowledge. Teachers College Record, 108(6), 1017–1054.