Augmented Reality and Pedagogical Anthropology: Reflections from the Philosophy of Education

Fuentes, Juan Luis; Ariso, José María

doi:10.1515/9783110497656-014

Cited by 5 publications

(3 citation statements)

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“…Asimismo, concebir de manera meramente instrumental la tecnología constituye un error esencial de partida, pues supone ignorar la relación dinámica que los nuevos dispositivos mantienen con los fines de la educación, donde unos y otros se modifican entre sí (Burbules y Callister, 2000). En efecto, la accesibilidad a dispositivos tecnológicos hace también accesibles objetivos que no tenían cabida previamente en el curriculum escolar, como la colaboración en tiempo real y el diálogo intercultural entre estudiantes de diferentes países (Jover, González Martín y Fuentes, 2015), el acceso instantáneo a muy diversas fuentes de información con grandes repercusiones para la participación cívica (UNESCO, 2011) o la visualización de figuras en 3D (Saorín, De la Torre, Martín, Carbonell y Montero, 2011) y realidad aumentada (Fombona y Vázquez-Cano, 2017;Fuentes, 2017), lo que requiere al mismo tiempo ampliar las expectativas de aprendizaje de la escuela sobre los alumnos (Prensky, 2010). No obstante, aunque se observan avances hacia un uso menos instrumental de la tecnología, no parece que estos se hayan traducido aún en mejoras generalizadas en las prácticas docentes o en un incremento sustancial del rendimiento académico de los estudiantes (Losada, Correa y Fernández Olaskoaga, 2017; Sánchez-Antolín, Alba y Paredes, 2016).…”

Section: Introductionunclassified

Hacia el Mobile-Learning en la escuela: análisis de factores críticos en el uso de las tablets en centros educativos españoles

Fuentes

Albertos²,

Torrano

2019

Education in the Knowledge Society

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Las Tablets son concebidas en la actualidad como uno de los principales dispositivos tecnológicos móviles capaces de promover diferentes dimensiones del aprendizaje vinculadas a la competencia digital, como el aprendizaje móvil y ubicuo, el colaborativo o el creativo, entre otros, por lo que cada vez más centros educativos han comenzado a integrarlas en sus metodologías didácticas en distintos países. El objetivo de la presente investigación es analizar el proceso de integración de las Tablets en los centros educativos españoles, atendiendo a algunos de los factores críticos identificados por la literatura científica reciente para el éxito de la innovación educativo-tecnológica. Se trata de un estudio de carácter descriptivo-explicativo donde se presentan los resultados de un cuestionario realizado por 1778 estudiantes de Educación Primaria y Secundaria de 31 centros y 6 comunidades autónomas. Entre los principales hallazgos destaca la ausencia de cambios significativos en los sistemas de evaluación con respecto a los métodos previos a la introducción de las Tablets; la escasa implantación de metodologías innovadoras propias de la tecnología, especialmente en lo que se refiere a los videojuegos o a la colaboración on-line; el alto grado de convivencia con otros recursos de carácter analógico, que señala la existencia de un modelo mixto de integración tecnológica; la amplia aceptación de las Tablets por parte de toda la comunidad educativa, fundamentalmente estudiantes, pero también profesores y padres y madres; y una autopercepción de mejora del rendimiento académico por parte de los alumnos atribuida al uso de las Tablets, que resulta notable en los estudiantes que obtienen altas y medias calificaciones, pero escasamente apreciable en aquellos con calificaciones bajas.

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Section: Introductionunclassified

Hacia el Mobile-Learning en la escuela: análisis de factores críticos en el uso de las tablets en centros educativos españoles

Fuentes

Albertos²,

Torrano

2019

Education in the Knowledge Society

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“…A number of issues need to be taken into consideration, including the price of integrating AR technology, the demand for dependable devices, and the requirement for instructor training. Furthermore, it's critical to maintain a balanced approach where AR increases learning without obscuring fundamental pedagogical ideas (Fuentes, 2017).…”

Section: Enhancing Learning Experiences In Education Using Augmented ...mentioning

confidence: 99%

Pedagogy Designing With Augmented Reality: a Paradigm Shift in Educational Approaches

Rezwan Shihab,

Sultana,

Samad

2023

Injurity

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With Augmented Reality (AR) emerging as a revolutionary tool that reshapes conventional learning paradigms, the fusion of technology and education has given rise to creative educational approaches. This essay offers a thorough examination of augmented reality's place in education, highlighting its potential to improve pedagogy, engage students, and fundamentally alter the educational landscape. The essay starts by defining augmented reality as a link between the real and virtual worlds that provides an immersive and interactive learning experience. It explores the many uses of augmented reality, including anatomy classes with 3D interactive models and historical reenactments that take pupils back in time. These case studies show how augmented reality encourages participation, improves comprehension, and contextualizes learning materials. The fundamental ideas that underpin successful AR-enhanced schooling are presented in this study. It places a strong emphasis on scaffolding learning experiences, interaction, contextual relevance, and alignment with learning objectives. The difficulties of deploying AR are also discussed, giving educators ideas for a successful integration. These difficulties include technology infrastructure, educator training, content quality, and economic considerations. The research focuses on the potential of augmented reality to foster active learning. The relationship between augmented reality (AR) and active learning is examined, emphasizing the ways in which AR supports collaborative activities, problem-solving, and individualized learning paths. By imagining the role that augmented reality (AR) will play in future education, including personalized learning, virtual field excursions, mixed reality collaboration, and AI-driven adaptive learning, the essay demonstrates the revolutionary power of AR. The ethical challenges surrounding AR in the classroom are also covered, with a focus on the importance of addressing data protection, digital literacy, and responsible technology use. In order to prepare students for the challenges of a connected world while nurturing a lifetime love of learning, the study finishes by presenting augmented reality as a cornerstone of educational design. In essence, this article offers a thorough analysis of Augmented Reality's effects on education, highlighting its potential to transform pedagogy, improve learning opportunities, and influence the direction of education in the future. Educators are given a comprehensive grasp of how to use augmented reality to build immersive, successful learning environments by looking at case studies, design principles, difficulties, and future prospects

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“…Augmented techniques of vision, like their CAD predecessors, will structure new understandings of design practices based on the requirements of virtual environments. As studies have described, what is modified by augmented reality applications is less the environment than "the observer's intellectual experience [which] greatly multiplies social-cognitive opportunities" 28 or, in other words, learning opportunities around spatial perception.…”

Section: Real-time Transparencymentioning

confidence: 99%

The Real-Time Section: Augmented Construction and Representation

Fries-Briggs¹

2020

Open

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Technologies guiding building production introduce architectural techniques of vision. Beyond changes in the management of design and construction, BIM, integrated with new hardware such as augmented reality devices, produces new forms of perception and visualization. These shifts in the social-visual order of architectural production are abundant. They can be seen in promotional videos for augmented reality headsets as well as architectural schools and offices. An analysis of images and videos made with augmented reality hardware (integrated with BIM) suggests ways that architects can relate emerging construction technologies to aesthetic and disciplinary forms of knowledge, connecting historical conceptions of representation and abstraction to emerging modes of practice.

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Augmented Reality and Pedagogical Anthropology: Reflections from the Philosophy of Education

Cited by 5 publications

References 0 publications

Hacia el Mobile-Learning en la escuela: análisis de factores críticos en el uso de las tablets en centros educativos españoles

Hacia el Mobile-Learning en la escuela: análisis de factores críticos en el uso de las tablets en centros educativos españoles

Pedagogy Designing With Augmented Reality: a Paradigm Shift in Educational Approaches

The Real-Time Section: Augmented Construction and Representation

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