Fusionando la realidad aumentada en la educación bilingüe y ESL: Percepciones de futuros maestros
DOI:
https://doi.org/10.24310/innoeduca.2021.v7i1.9823Keywords:
augmented reality, teacher education, bilingual education, ESL, immersive technologiesAbstract
In recent years there has been an increased interest by Teacher Education programs to train its pre-service teachers with immersive technologies. This had led to a greater boom and exploration of teaching possibilities of these technologies, especially with augmented reality and its integration to the bilingual and ESL classroom. The following article presents a recent study that was conducted at Texas Woman’s University with n=27 bilingual and ESL pre-service teachers. It served as a pilot and sought to determine pre-service teachers' perceptions on the strengths and limitations in the use of augmented reality for the bilingual and ESL classroom. It also sought to provide an understanding of potential mobile applications, educational implications and activities for the classroom. The study used a qualitative method following an exploratory design and integrated a content analysis. The findings indicated that the participants view AR as a strength to keep students engaged and motivated. On the other hand, access to AR technology was perceived as a limitation. The integration of AR applications such as Quiver and HP Reveal along with the integration of Culturally Relevant Teaching (Gay, 2013) supported the creation of activities (e.g., AR walls and class demonstrations) that were perceived by pre-service teacher candidates as possibilities to support learning in the bilingual and ESL classroom. The study also pointed out the need for more research on the topic.
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