Abstract:

Introduction:
The integration of technology in formal education is a phenomenon widely debated and promoted from different perspectives. In recent years, in Chile, particular emphasis has been placed on learning science at the secondary level, developing curricular modifications that involve new challenges. In this context, we seek to answer the following question: What are the pedagogical opportunities and potential uses of 360º videos, Augmented Reality (AR), and Microprocessors with sensors for science's learning and teaching process in secondary education? Taking into account that these three technologies can affect: a) the different learning styles and levels of abstraction that promote sustainable achievements over time; b) help the student to represent through appropriate mental models their level of scientific understanding of the object studied, and c) allow the student to interact, manipulate their learning context, to build bridges between theory and practical experience.

Methodology:
Based on a scoping review, which includes articles on empirical experiences and international reports on the integration of technologies in education, a qualitative analysis is carried out to identify pedagogical opportunities and limitations of the technologies mentioned above. In addition, the potential use of technologies is analyzed, for their inclusion in the design of a teaching and learning sequence in science, following as an instructional model an abductive-deductive learning cycle of four stages:
1) exploration,
2) introduction,
3) synthesis and
4) application.

Results:
According to the review, the results show that Video 360º has a wide and broad utility to replicate and realistically describe the contexts where learning actions are located, increasing motivation and promoting the feeling of "being there." The major limitation is the number of 360° content available today. Regarding Augmented Reality, many experiences and research have been documented that highlight the ability of this technology to develop skills for visualization and representation, and simulation of models. Its main barrier is related to the need for specialist professionals to develop resources with AR.

Conclusions:
Concerning the potential of combining these technologies in the learning sequence, it is proposed that 360º videos and representations with AR of phenomena or objects that are not within human reach have great potential in Exploration activities. In the case of Introducing New Points of View activities, all three technologies are seen to have potential. Great opportunities for learning using microprocessors and AR simulations are identified for both Synthesis and Application activities. Finally, the results are discussed regarding the facilitators and barriers to using these technologies at the classroom, curricular and Chilean school culture level.

Keywords:

Augmented Reality, Maker, 360 video, Science Education, Education and technology.