Augmented Reality in Language and Literacy Classrooms: Emerging Possibilities for Pedagogical Connections

This project aims to first investigate language and literacy teachers’ knowledge and concerns in teaching multimodal literacies, followed by building teachers’ knowledge of AR affordances and ways of harnessing it to integrate language and literacy. Drawing on Reinking and Bardley’s (2008) formative and design experiments, it aims to foster students’ inventiveness in appropriating affordances of emergent technologies by involving teachers and students in creating texts using augmented reality (AR). Using quantitative and qualitative data analysis methods, the study draws on Mishler and Koehler’s (2006) technological, pedagogical and content knowledge (TPACK) framework, and Kress and van Leeuwen’s (1996) social semiotic perspectives to pursue its inquiry. The project findings will guide teachers to evaluate AR affordances, provide principles and lesson ideas to support educational uses of AR, and recommend units of work for all stages to draw on critical and creative pedagogies to meet the Australian Curriculum: English (ACARA, 2015) outcomes.