This project aims to foster students’ inventiveness in appropriating affordances of emergent technologies by involving teachers and students in creating texts using augmented reality (AR). The study draws on Kress and van Leeuwen’s (1996) social semiotic perspectives to pursue its inquiry and to analyse its qualitative classroom data such as video recordings and logs of classroom observations, classroom artefacts such as digital texts created using AR and teacher interviews. The project findings will guide teachers to evaluate AR affordances, provide principles and lesson ideas to support educational uses of AR, and recommend units of work for all stages to draw on critical and creative pedagogies to meet the Australian Curriculum: English (ACARA, 2015) outcomes.
This dataset contains video transcripts of two case studies.
This dataset cannot be openly published due to ethics approval conditions. To discuss this research, please contact Lynde Tan ORCID 0000-0002-9853-9930.
