In-service Science Teachers' Readiness of Integrating Augmented Reality

This paper investigates the readiness degree among in-service science teachers in Ma'an Governorate for integratingaugmented reality in teaching according to Technological, Pedagogical and Content Knowledge TPACK frameworkand its domains. The study sample consisted of (60) in-service science teachers enrolled voluntary in the study. Theresearcher used descriptive statistics, ANCOVA and T-test. The data analyses revealed significant differences amongteachers' readiness in a high degree. Paired sample t-test showed female teachers' readiness higher than male teachersat all of the TPACK the domains. Results of ANCOVA revealed that experience of teachers' readiness do not differsignificantly. The study recommended the focus on integrating augmented reality within learning environments.