Responses to a TPACK survey study with 142 Australian primary educators on the use of digital technologies, including augmented reality, for the teaching of multimodal literacies
  • Description

    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.
    • - Start
      Data publication title Responses to a TPACK survey study with 142 Australian primary educators on the use of digital technologies, including augmented reality, for the teaching of multimodal literacies
    • Description

      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.
      • Data type dataset
    • Keywords
      • Augmented reality
      • Technological pedagogical content knowledge (TPACK)
      • Teacher education
      • Multimodal literacies
      • Cluster analysis
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      • FoR codes
      • 390104 - English and literacy curriculum and pedagogy (excl. LOTE, ESL and TESOL)
      • 390307 - Teacher education and professional development of educators
      • 390405 - Educational technology and computing
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        Name The Portrayal of Australian Primary School Teachers' TPACK for Teaching Multimodal Literacies: Implications for Integrating Digital Technologies and Augmented Reality
      • URL https://hdl.handle.net/1959.7/uws:70717
      • Notes Submitted manuscript
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    - Citation
      Citation Tan, Lynde; Thomas, Russell; Koh, Joyce Hwee Ling; Chik, Alice; Thomas, Angela (2021): Responses to a TPACK survey study with 142 Australian primary educators on the use of digital technologies, including augmented reality, for the teaching of multimodal literacies. Western Sydney University. https://doi.org/10.26183/2gh6-3450

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