Abstract:

The present article describes an experience with the sixth semester student’s work in Pedagogical Practice of the Teaching Abilities Course in the Program of Early Childhood Education at The Autonomous University of Bucaramanga. The experience is related to the integration of ICT in preschool, as tools for learning, inclusion and participation at this education level. More specifically Augmented Reality –R-, in the development of teaching activities that the students are carrying out during the training at preschool educational institutions where they are working in order to strengthen different competences at procedural, attitudinal and conceptual level.
In fact, it is important to help teachers in training to recognize that accessible technology makes learning an enjoyable activity for children, as a tool providing activities such as, coloring books that allows children to apply their unique painting creations with their artistic vision to the templates made with Augmented Reality, bringing them to life in extraordinary 3D characters, that emerges from the leap of the page using Quiver Vision and Chromville tools, which makes preschool activities encouraging to young children to develop new skills while having a great time and inspiring them to learn it a different way.
The pilot test in this research was carried out during the second semester of 2017, in the Pedagogical Practice of Teaching Skills for the Bachelor's program in Early Childhood Education at the Faculty of Social Sciences, Humanities and Arts of the Autonomous University of Bucaramanga. The students develop skills and abilities that would significantly allow them to appropriate the essential elements for the design of innovative learning environments, for the enrichment of teaching practices and reflecting how these formative practices impacts the community.
The practicing students received an accompaniment for the implementation of augmented reality in the planning of simple and fun activities of pre-school children. The application allowed children at the age of 3 to 6 years to use the Augmented Reality as a way to focus the attention of the children for development of skills such as classification, description, identification of shapes and colors, promoting their creation and imagination in a group of 30 children in a city school.

During the pilot test of this experience, the undergraduate students were planning their activities with the Augmented Reality technology as an exploratory study, first reviewing the possibilities existing on repositories adapted to preschool children and the incorporation into the design of the pedagogical activity. Secondly, given the Educational Action Research component of the exercise in which dialogue and interaction between researchers and participants is of the utmost importance, undergraduate students in training also carried out different previous exercises both with the regular teachers of the educational institutions and with the children of preschool to know their imaginaries about technology as well as their tastes and particular interests.

Keywords:

Augmented Reality, Pedagogical Practice, Teaching Abilities, Education.