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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
Tan, Lynde ; Thomas, Russell ; Koh, Joyce Hwee Ling ; Chik, Alice ; Thomas, Angela
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ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Adc&rfr_id=info%3Asid%2FANDS&rft_id=info:doi10.26183/2gh6-3450&rft.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&rft.identifier=10.26183/2gh6-3450&rft.publisher=Western Sydney University&rft.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.&rft.creator=Tan, Lynde &rft.creator=Thomas, Russell &rft.creator=Koh, Joyce Hwee Ling &rft.creator=Chik, Alice &rft.creator=Thomas, Angela &rft.date=2021&rft.relation=https://hdl.handle.net/1959.7/uws:70717&rft.coverage=&rft_rights=Copyright Western Sydney University&rft_rights=CC BY-NC-SA 4.0: Attribution-Noncommercial-Share Alike 4.0 International http://creativecommons.org/licenses/by-nc-sa/4.0&rft_subject=Augmented reality&rft_subject=Technological pedagogical content knowledge (TPACK)&rft_subject=Teacher education&rft_subject=Multimodal literacies&rft_subject=Cluster analysis&rft_subject=English and literacy curriculum and pedagogy (excl. LOTE, ESL and TESOL)&rft_subject=Curriculum and pedagogy&rft_subject=EDUCATION&rft_subject=Teacher education and professional development of educators&rft_subject=Education systems&rft_subject=Educational technology and computing&rft_subject=Specialist studies in education&rft.type=dataset&rft.language=English Access the data
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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.

Created: 2021-09-20

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  • Associated with The Portrayal of Australian Primary School Teachers' TPACK for Teaching Multimodal Literacies: Implications for Integrating Digital Technologies and Augmented Reality
    handle : 1959.7/uws:70717
Subjects
Augmented reality | Cluster analysis | Curriculum and Pedagogy | Education | Education Systems | Educational Technology and Computing | English and Literacy Curriculum and Pedagogy (Excl. Lote, Esl and Tesol) | Multimodal literacies | Specialist Studies in Education | Teacher education | Teacher Education and Professional Development of Educators | Technological pedagogical content knowledge (TPACK) |

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Identifiers
  • DOI : 10.26183/2GH6-3450
  • Local : research-data.westernsydney.edu.au/published/e9f98910519311ecb15399911543e199
ACN 633 798 857