Immersive Technologies in Professional Distance Training of Primary School Teachers

Abstract

The article analyzes the peculiarities of the use of immersive learning technologies of primary school teacher training in the conditions of digitization in the educational environment of higher education institutions. The features of the using digital tools for training of primary school teachers for the performance of professional activities are analyzed. The interpretation of immersive learning technologies as the newest form of visualization and learning technology based on the features of "immersion" in alternative reality (augmented (AR), virtual (VR), mixed (MR)) are summarized; it deals with the visualization of educational material in the context of changing image perception. Peculiarities of the functioning of augmented, virtual and mixed reality technologies in the potential of software and technical resources are presented. The approaches to the classification of immersive learning technologies are highlighted and the author's scientific views are presented. The advantages and disadvantages of using immersive learning technologies in educational practice are determined. The organizational and pedagogical, didactic, methodical, psychological factors of immersive learning technologies as conditions and levers of influence on the use of digital technologies in the pedagogical process are formed. The initial principles of the organization of the pedagogical process in the conditions of digital technologies are determined. The peculiarities of the use of immersive technologies in the content of primary education and software and technical possibilities for their presentation are defined. The results of these studies point to the opinion on the importance of the application of augmented reality technologies in the conditions of the New Ukrainian School (NUS) and the readiness of primary school teacher to build a digital educational environment with the use of appropriate tools and resources.