The use of emerging technologies in educational practice

Abstract

Introduction: In recent years, emerging technologies (virtual reality, augmented reality, mixed reality, immersive reader, artificial intelligence, etc.) have been introduced into educational practice at different levels, making it necessary for centers to have the necessary infrastructure and for teachers to be trained. Methodology: This study aims to understand the needs, digital skills and attitudes of teachers in the use and management of emerging technologies with practical application in the classroom, benefiting all students in general, and particularly those with special educational needs. To this end, a questionnaire (Likert scale) was developed focusing on the didactic aspects involved in the use of emerging technologies in the classroom. The questionnaire has a reliability of Cronbach's alpha, α = 0.86. This pilot study was conducted with 64 teachers. Results: Didactically, the possibilities of emerging technologies are unquestionable, according to 51.6% of the participants. Discussions: Although it seems evident that their use has a positive impact on the teaching-learning process, reality shows that there are still certain reluctances and limitations. Conclusions: It is necessary to encourage teachers to undergo training in emerging technologies and updating their digital skills.