Using of new learning and IC technologies is necessary for effective learning of modern students. That is why it can be reasonable to introduce augmented reality and content-language integrated learning in educational process. Augmented reality helps create firm links between real and virtual objects. Content and language integrated learning provides immersion in an additional language and creates challenging group and personal tasks in language and nonlanguage subjects. Using these technologies in complex provides social and ICT mobility and creates positive conditions for developing 9 of 10 key competencies. The paper deals with the features, problems and benefits of these technologies' implementation in secondary schools.
Current secondary school students are members of “Generation Z” cohort (according to Strauss and Howe). ICTs and social media are the essential parts of “Zeds” world. So using ICTs in education is not an option but a necessity. The most helpful educational technologies for “Zeds” are smartboards, digital textbooks, websites, online videos and game-based learning systems. [1, pp. 6-8]. That is why we have to create dynamic learning environment, which contains modern ICTs as its inseparable part.
The main benefits of using AR are connected with studying objects and phenomena,
which are inaccessible for direct cognition, but can be observed by means of AR. It can
be very useful in learning abstract Math and Science concepts. AR shows the links
between real and virtual objects. Moreover, AR can be a good example of developing
technology by itself. At schools AR can form some “digital” habits which can be useful
in future life. Using AR in a classroom makes it possible to learn in a personal-oriented
environment. It helps students to provide their own learning styles. According to The
State Standard of the Basic and Complete Secondary Education there are 10 key
competencies [
Component of Competency Competency Cognitive ESxkpilelrsiaenncde Values BSeohciaavliaonradl Mathematical supporting of ab- scaffolding of giving an exam- making better Competency stract mathemati- basic math skills ple how maths conditions to procal concepts learn- (i. e. geometry equations come vide own learning imagination) to life ing style Competencies supporting of ab- making possible demonstrating making better in Science stract concepts to operate with science imple- conditions to prolearning; improv- objects, which mentations; mo- vide own learning links between are inaccessible tivating for sci- ing style nature objects and for direct cogni- ence learning phenomena tion Digital widening outlook; mastering Competency getting knowledge jectively about AR technologies sub- demonstrating mastering new new the importance ways of digital of digital liter- learning commuacy nication Lifelong demonstrating in- getting new demonstrating mastering new Learning finite technologi- learning habits entertaining and ways of learning cal progress useful learning communication potential Sense of Initia- gaining knowled- getting experi- helping to adapt mastering new tive and Entre- ge about effective ence of applying to constantly effective ways of preneurship ways of organiz- the same tech- changing situa- communication ing information nology in differ- tions (using an
ent fields example of AR)
Cultural mastering new ef- improving pra- making cross- giving
opportuniAwareness fective ways of xeological com- cultural links ties for creating
gaining cultural ponent of tech- more obvious own style of
selfknowledge nical awareness development
Ecological helping to under- acquiring skills helping to un- making better
Competencies stand the complex- and getting ex- derstand links conditions for
and Health ity of ecological perience of between nature creation of own
Care and medicine pro- health care by phenomena and health care
processes themselves human activities gramme
The most essential drawbacks of using AR are connected with deficient studies of its
influence on user’s health and a lack of privacy and security [
Content and Language Integrated Learning (CLIL) is a modern approach to the
developing of foreign language competency [
Nowadays new learning and IC technologies are required to satisfy “Zeds” demands. For instance, all reviewed technologies provide individual learning strategies. The using of both AR and CLIL helps to form and develop 9 of 10 key competencies (except native language competency). Augmented reality helps to create the firm links between real and virtual objects. Content and language integrated learning creates conditions for efficient group and individual work in language and science learning.
Implementation of these technologies is reasonable only under certain conditions: gadgets and appropriate level of teachers’ digital literacy (for AR) and the proper level of foreign language competency (for CLIL). The main difficulties, we face applying these technologies in science learning, are connected with organization of educational process not with teaching or learning. AR and CLIL technologies together create rich learning and teaching environment for effective education of modern students.