Teaching Multimodal Literacies with Digital Technologies and Augmented Reality: A Cluster Analysis of Australian Teachers’ TPACK

Despite the proliferation of augmented reality (AR) apps, Australian primary teachers have yet to use them widely for teaching multimodal literacies. Conceptualising teachers’ knowledge using digital technologies teach literacies as a form technological pedagogical content or TPACK(ML), this study examined teacher differences through cluster analysis survey responses collected from sample 142 school teachers. Two distinct clusters were derived. The first with lower TPACK(ML) comprised self-reported confidence in facilitating new cultures learning that are participatory and technology-driven nature. In their open-ended responses, these shared unfamiliarity AR, well concerns about personal technical competency how AR could be integrated into curriculum. second rated themselves higher they used technology support language pedagogies. They able propose different strategies engage students’ meaningfully responses. implications study’s findings discussed, recommendations proposed designing sustaining differentiated forms professional development emergent technologies.