Vocational Training in the face of the ICT challenge: Projection of augmented reality among teachers and predictors of use

Abstract

Education is assuming a period of change, fostered by the inclusion of technology in different learning spaces. One of the technologies that is acquiring a great projection is augmented reality (AR), which, to be fully exploited and obtain the benefits it reports in its application, requires that teachers have a relevant level of technopedagogical skills. This study focuses on Vocational Training, considered as an educational stage that is emerging both academically and in the researcher. The objectives formulated are focused on knowing the teaching qualification to carry out innovative proposals with AR and finding out the influence of the areas of the digital competence of teachers as predictors of its use. A descriptive, correlational and predictive cut design has been established, based on a quantitative method. The chosen participants set up a sample of 627 teachers, to whom a questionnaire for data collection was applied. The results reveal the use –although not highlighted– of the AR and the main reasons why they do not use it. Likewise, a teaching profile has been found using the AR, which has a medium level of digital competence and poor training. The correlations established have found statistical significance, showing how certain areas influence and the type of training deployed in the use of AR. Thus, the most decisive areas of digital competence that predict their employment by teachers have been defined. It is concluded that the Vocational Training teachers do not have full training to carry out a pedagogical action through AR, due to their average level of digital competence and their limited exercise of complementary training of deployed technopedagogical type.