The integration of augmented reality tools in South African schools: Selected preservice teachers’ views
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A B S T R A C T
This study examines selected pre-service teachers’ views on the application of Augmented Reality (AR) tools in South African schools where they were deployed for School-Based education (SBE). Mixed methods were used to collect quantitative data from 80 purposively selected pre-service teachers. A survey questionnaire with a Likert scale with 5 points was used to gather the quantitative data from the 80 participants. Out of 80 participants, face-to-face interviews with 10 randomly selected pre-service teachers were conducted. The results demonstrated that more than 70% of the 80 pre-service teachers disagreed and strongly disagreed that the teachers had a good awareness of and understanding of AR innovation; were ready to adopt AR tools, were competent with these tools, and that their attitudes towards AR were positive. As these participants indicated that difficulties with implementing AR existed at the schools, more than 60% of them agreed that interventions were desperately needed. The study suggests that the schools collaborate with the Department of Basic Education in South Africa and other key stakeholders to ensure that the 4IR resources, in this case AR are adequately funded to enable all teachers, including student-teachers to effectively incorporate them into their teaching and learning activities whilst on School Based Education (SBE). There is need to engage further research at a large scale to alleviate similar challenges at many other schools, thus closing the digital divide that could be existing between south Africa and other countries.