THE USE OF AUGMENTED REALITY IN TEACHING GEOGRAPHY AT PRIMARY LEVEL

Autores

  • Maria Rellia Ralleia Experimental Primary Schools, Piraeus, Greece

DOI:

https://doi.org/10.46827/ejae.v7i1.4174

Palavras-chave:

CLIL, augmented reality, Geography, English, technology

Resumo

The present paper focuses on the contribution of CLIL and Augmented Reality (AR) while teaching Geography to the students of the 4th grade of a Primary School. Towards this goal, two different teaching interventions have been carried out to two groups of school students (46 students in total), at an Experimental Primary School in Piraeus, Greece. The first group was taught Geography in English, through the CLIL approach (teaching a foreign language through content), making use of Augmented Reality applications, while the second group was taught Geography the traditional way, without the use of Technology. Data analysis showed a significant improvement regarding the learning outcomes of the first group, while students’ positive attitude towards using digital applications was also examined.

Biografia do Autor

  • Maria Rellia, Ralleia Experimental Primary Schools, Piraeus, Greece
    Maria Rellia is a teacher of English (MEd. Hellenic Open University) at Ralleia Experimental Primary Schools of Piraeus Greece, as well as a sub-headmistress at the same school. She is also an eTwinning Ambassador for Greece and an Educational Technology Trainer. Her research interests include the implementation of technology in the EFL classroom, in particular, CLIL and Augmented Reality applications. She has written several books on the teaching of English as a Foreign Language to Young Learners, as well as on STEAM for the first grades of Primary School.

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Publicado

2022-02-17

Edição

v. 7 n. 1 (2022)

Seção

Articles

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