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

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.增强现实（Augmented Reality, AR）应用可通过意义建构与三维多模态数字文本创作，帮助学生提升多模态读写能力。此类学习实践是澳大利亚小学教育中的新兴教学法，因此深入了解教师当前的教学能力，有助于制定适配的专业发展策略。本研究旨在通过聚类分析，阐明澳大利亚语言与读写教师在借助数字技术开展多模态读写教学时所具备的技术教学内容知识（Technological Pedagogical Content Knowledge, TPACK）的潜在特征。本数据集包含针对142名澳大利亚小学教育工作者开展的TPACK调查问卷的作答数据。本次TPACK调查问卷与开放式问答环节，旨在解答以下研究问题：（一）在借助数字技术开展多模态读写教学的TPACK维度上，澳大利亚小学教师是否存在不同的聚类组别？（二）若存在此类组别，哪些因素可预测教师开展该类教学的TPACK水平？（三）不同聚类组别的澳大利亚小学教师，如何看待自身通过融入增强现实开展多模态读写教学所获得的TPACK发展情况？本数据集可从本记录的附件部分获取。