Proceedings ifte-2020, 0013-0026 doi: 10. 3897/ap e0013

Results
Digital competency development technology
The approach we used to develop the digital competence of the future physics teacher has a certain 
unification and is considered by us as a pedagogical technology. By this technology we understand the 
purposeful and personality-oriented process of subject-subject interaction between the teacher and the 
student, during which the teacher, taking into account the level of students’ readiness to use augmented 
reality technologies, motivational-value relationships, applies modern teaching methods and tools, activates 
students’ productive cognitive activity. 
The formation of the digital competence of the future physics teacher begins with studying the discipline 
“Digital Technologies in Science and Education”, which is aimed at developing ideas about educational 
opportunities and hardware-software technology of augmented reality. 
The structure of the discipline consists of the following sections. 
Section 1. Technologies of augmented reality in the educational process 
The essence of augmented reality technologies, methods for their implementation and application area. The 
work principles and functionality of AR-applications. Classification and comparison of virtual and 
augmented reality systems. Analysis of practical experience in using augmented reality systems in the 
educational process. 
Section 2. Technology of development of educational AR-applications 
Approaches to developing applications using augmented reality technologies. Overview and comparative 
characteristics of development tools for AR-applications. Comparative characteristics of AR-content 
development tools in browsers. 

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Irina M. Agibova, Tatyana А. Kulikova, Natalya А. Poddubnaya, Olga V. Fedina / Proceedings IFTE-2020 
Section 3. Tools for creating educational AR-applications 
Software and technology for the development of augmented reality elements and their use in the 
educational process. Designing educational AR-content using various software tools. 
Students get acquainted with the methodological features of the application of augmented reality 
technologies in the physics teaching during studying the discipline “Methods of Teaching Physics in a 
Secondary School”. In practical classes, we teach students to develop and use interactive maps with 
augmented reality (pupil’s interactive AR-map).
Depending on purpose, the pupil’s interactive AR-maps can be two types: “Interactive AR-maps for fixing 
lesson’s material with the teacher” and “Interactive AR-maps for homework”.
“Interactive pupil’s AR-maps for fixing lesson’s material with the teacher” are handouts with assignments 
(unfinished definitions, tables, partially formulated formulas, graphs or drawings that need to be completed 
or colored). AR-maps are filled in by pupils during the lesson while the teacher explains a new topic, and 
used at home to consolidate the material studied at school. The augmented reality function is superimposed 
on the map, which allows to embed digital content on it. 
The full-scale experiment in the lesson can be replaced by a video demonstration, but when the pupil is left 
alone with the difficult material of the textbook, accompanied by gray illustrations, he/she may not 
overcome the difficulties encountered in completing homework. The gaps appear in the theory that can 
accumulate and cause a misunderstanding of the subject or unwillingness to study it.
Demonstrations in textbooks are usually represented by two-dimensional images and pupils cannot always 
imagine such an object as voluminous, which leads to a misunderstanding of the principle of operation of a 
physical device or an experimental setup. Therefore, the opportunity provided by augmented reality allows 
us to present the device or technical device in three-dimensional space, which contributes to a better 
understanding of their work. 
A video attached to an interactive AR-map will help the pupil while doing homework to keep in mind the 
experiment showed by the teacher and conclusions from it. Re-watching the video will enable the pupil to 
make out moments that were not clear in the lesson. Teachers can create a video of experiment by 
themselves or use a ready-made file downloaded from the Internet. 
The study of technical devices, such as a hydraulic press (grade 7), an internal combustion engine (grade 8), 
an alternator (grade 11), a transformer (grade 11), etc. is often not easy for pupils. For example, explaining 

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