Retos del profesorado en los nuevos contextos de enseñanza-aprendizaje. Innovación educativa en asignaturas de ciencias de Educación Secundaria con recursos tecnológicos inmersivos

Abstract

During last years, the use of technological elements as teaching resources in educational contexts has progressively increased. It has been during the current health crisis situation, when the use of technology for educational purposes has become widespread, becoming a necessary and fundamental tool to continue developing the teaching-learning processes. However, this fact has revealed the existence of difficulties and limitations. In order to determine the main existing limitations and to be able to adopt corrective measures, a form was used for teachers (n = 16) of science subjects in Secondary Education, belonging to public schools (n = 10) and subsidized (n = 6) in the Region of Cantabria. In this way, primary data was obtained on their level of specific training in educational technology in general, and in immersive technologies such as Augmented Reality (AR), in particular. The results of the study confirm the existence of significant deficiencies regarding teacher training in the use of educational technology and also allow to identify specifically which are some of them. These findings can be useful to develop educational policies that involve the design of corrective actions.