Abstract

Integrating technologies in the educational field is a complex process that entails several challenges. Among them, technologies impact on student learning stands out. In this context, the pedagogical opportunities of 360º videos, Microprocessors with sensors (Maker) and Augmented Reality (AR), for the learning and teaching of science in secondary education were identified. Also, the potential for their combined use was analysed in the same learning equence. For this, a documentary review by scope was carried out, including 33 documents and research articles. The results showed that the three technologies presented various opportunities given their specific characteristics, standing out, the possibility of replicating and realistically amplifying learning scenarios (360º videos), integrating a constructionist perspective approach and learning by doing (Maker), and developing skills for the visualization, representation, and simulation of models of abstract phenomena (AR). The limitations were due to the availability of resources, specialists with the required competencies (physical programming), and the possibilities of curricular links. Concerning combining these technologies in a learning sequence, it was visualized that the 360º videos and the representations with AR of phenomena or objects that are difficult to access or that we cannot reach with the senses had great potential in exploration activities. Related to the activities of Introduction of new variables to study a phenomenon, it was observed that the three technologies have potential. Great learning opportunities were identified in the use of microprocessors and AR simulations both for synthesis activities and for application and generalization activities. Finally, the results discussed the possibilities and challenges of integrating these technologies.