Abstract
The rapid development of immersive technologies has opened up the possibilities for using augmented, mixed, and virtual reality in education. The theoretical part of this paper included a literature review of previous studies dealing with the use of augmented and virtual reality in geography teaching and learning. However, a question raised regarding the readiness of geography teachers to integrate mobile devices and use the advantages of immersive technologies in practice. Based on their digital competences and readiness to use mobile devices and other information and communication technologies in the teaching process four groups of geography teachers can be separated using cluster analysis. The clusters are: 1) Confident and innovative, 2) Traditional approach, 3) Optimistic but low-digitally skilled, and 4) Pessimistic but digitally skilled teachers. Teachers (particularly those in the first cluster) highly assessed the possibilities of using immersive technologies in practice (especially with the physical and regional geography teaching contents).
Highlights
Digital technologies are present today in almost all segments of everyday life (Livas et al, 2019) and influence the process of transformation of learning environments (Daniela, 2019)
This paper focused on five research questions (RQs) that emerged from the literature review
The first research question analysed the availability of computers and mobile devices to geography teachers included in the research
Summary
Digital technologies are present today in almost all segments of everyday life (Livas et al, 2019) and influence the process of transformation of learning environments (Daniela, 2019). The tendency to base the contemporary initial didactic-methodical education, as well as the professional development of teachers, on the Technological Pedagogical Content Knowledge model (TPАCK; Koehler et al, 2013; Mishra & Koehler, 2006) is noticeable. This model relates to mutual integration and independence of three types of knowledge (content, pedagogical, and technology knowledge) and presents a standard framework for the implementation and successful use of educational technology in the teaching process (Bower et al, 2010). In the last couple of years, a new paradigm called Smart pedagogy has been started to shape to meet the challenges and needs of the technology-enhanced learning (see Daniela, 2019)
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