Augmented reality (AR) applications can help students develop multimodal literacies through meaning making with and the composition of 3D multimodal digital texts. Such learning practices are emergent pedagogies in Australian primary education, thus a deeper understanding of teachers’ current competencies will enable the development of appropriate professional development strategies.
This study therefore seeks to articulate underlying profiles of Australian language and literacy teachers' TPACK for teaching multimodal literacies with digital technologies through cluster analysis.
This dataset comprises responses to a TPACK survey study with 142 Australian primary educators.
The TPACK survey and open-ended responses aimed to address the following research questions:
(i) Are there different clusters of Australian primary school teachers in terms of their TPACK for using digital technologies to teach multimodal literacies?
(ii) If yes, what factors predict teachers’ TPACK for using digital technologies to teach multimodal literacies?
(iii) How do different clusters of Australian primary school teachers perceive their TPACK development associated with infusing augmented reality to teach multimodal literacies?
The data are available from the attachments section in this record.
