Towards a teachers' augmented reality competencies (TARC) framework

Nikou, Stavros A. and Perifanou, Maria and Economides, Anastasios A.; Auer, Michael E. and Tsiatsos, Thrasyvoulos, eds. (2022) Towards a teachers' augmented reality competencies (TARC) framework. In: New Realities, Mobile Systems and Applications - Proceedings of the 14th IMCL Conference. Lecture Notes in Networks and Systems . Springer, GRC, pp. 203-212. ISBN 9783030962968 (https://doi.org/10.1007/978-3-030-96296-8_19)

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Abstract

Augmented reality, the technology that augments real environments with virtual components, is constantly evolving. Augmented reality (AR) has the potential to offer immersive, authentic, and meaningful learning experiences to students and therefore enhance learning. However, the effective integration of augmented reality into teaching requires from teachers to master a special set of digital competencies. The current study proposes a framework that defines the augmented reality competencies that teachers should have in order to effectively integrate augmented reality into their teaching. The framework comprises four dimensions: basic augmented reality literacies, create, use, and manage augmented reality learning resources. Based on the proposed framework, the study introduces also the Teachers' Augmented Reality Competencies (TARC) questionnaire that can help educators to self-assess and develop their AR competencies in order to integrate augmented reality in their practice.

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