Obstacles to implementation of curriculum based on augmented reality technology for elementary education

New technologies bring major changes in the class- room, which have caused changes in educational structures, behavioral patterns within the education system, and even educational content. When information technology makes major changes in education, the curricula will undoubtedly change as well. The main goal of the current research is the obstacles to the implementation of augmented reality technology in the curriculum of the elementary education system of Iran.

The research method is qualitative by thematic analysis method. The statistical population consisted of curriculum experts and educational technology experts and teachers. 18 people were selected based on targeted sampling. The research tool was a semi-structured interview. In order to check the validity and reliability, four criteria: Acceptability, Verifiability, Reliability, Transferability were considered for evaluation.

After coding and analyzing the interview data, 51 basic themes were extracted. From these basic themes, 15 organizing themes and finally 6 overarching themes were identified and extracted, which formed obstacles to the implementation of the curriculum based on augmented reality technology.

According to the evidence, many factors prevent the use of new technologies in the teaching and learning process. The priority of these obstacles is different from each other in different researches.