Readiness, Technological Knowledge (TK), and Technological Pedagogical Knowledge (TPK) of Teacher Integrating Augmented Reality (AR) Technology During the Teaching Process

Abstract

Educational practices have changed through the integration of technology in teaching and learning sessions over time. Technology Augmented Reality (AR) has been recognized as a useful resource for learning purposes in improving the quality of teacher teaching and student learning potential. This study was conducted to identify the relationship between the level of readiness, Technological Knowledge (TK), and Technology Pedagogical Knowledge (TPK) teachers in integrating AR technology into teaching. Aspects of TK and TPK are taken from the Technological Pedagogical Content Knowledge (TPACK) theories. A questionnaire was administered to 33 teachers from 8 districts in Terengganu. The study revealed that the mean level of readiness, TK, and TPK among teachers is high. There is also a significant relationship between readiness and TK teachers. The result shows that the integration of AR impacts higher-quality learning without neglecting the importance of textbooks during the teaching process. In conclusion, this study is expected to be used as a useful reference in the research and development of AR for use in teaching and learning process.