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

Round 1

Reviewer 1 Report

After the corrections, the article was put in a better form. However, in the summary, what was found as a result of this research is still not written. Likewise, the importance and recommendations of the research in the Conclusion section are mentioned. In the Conclusion section, a 2 -line result containing a short summary of the findings has not been written yet.

Author Response

Response to Reviewer 1 Comments

Point 1: After the corrections, the article was put in a better form. However, in the summary, what was found as a result of this research is still not written. Likewise, the importance and recommendations of the research in the Conclusion section are mentioned. In the Conclusion section, a 2 -line result containing a short summary of the findings has not been written yet.

 

Response 1: The concluding section has been edited. The 2-line result has been expanded into one paragraph (see lines 576 to 589).

Reviewer 2 Report

The overall presentation of the article is consistent with the journal's standards and responds to the general line of research derived from the TPACK model, evidencing an outstanding adaptation to the Australian context that will serve education professionals for the knowledge and deepening of the aforementioned model. The analyses carried out are sufficient and coherent with the research questions posed. It is suggested to expand the conclusions by transferring more precisely the main findings detected in the management and impact of mastering the TPACK model for the transformation of teaching practices and multimodal literacy.

Author Response

Point 1: The overall presentation of the article is consistent with the journal's standards and responds to the general line of research derived from the TPACK model, evidencing an outstanding adaptation to the Australian context that will serve education professionals for the knowledge and deepening of the aforementioned model. The analyses carried out are sufficient and coherent with the research questions posed. It is suggested to expand the conclusions by transferring more precisely the main findings detected in the management and impact of mastering the TPACK model for the transformation of teaching practices and multimodal literacy.

 

Response 1: The concluding section has been edited in the following manner:

• The significance of the study has been brought forward in this section of the manuscript (lines 557 – 575)
• The 2-line result has been expanded into one paragraph (see lines 576 to 589).
• When summarising the results of the study, we have made reference to Niess’s (2019) work to support the argument we have made about the importance of differentiated forms of teachers’ professional development to enhance the sustainability and quality of teachers’ preparation for multimodal literacy teaching.   

Reviewer 3 Report

After review, this paper is well written, well argued, and features a robust research methodology. I have no further feedback for this paper, and I eagerly await its publication.

English language is good throughout.

Author Response

Point 1: After review, this paper is well written, well argued, and features a robust research methodology. I have no further feedback for this paper, and I eagerly await its publication.

Response 1: Reviewer 3’s comments have encouraged the authors of this manuscript tremendously.

Reviewer 4 Report

Title: “Teaching multimodal literacies with digital technologies and augmented reality: A cluster analysis of Australian teachers’ TPACK”

Dear authors,

This study interesting owing to the context of Australia, teachers’ profiles pertaining to their Technological pedagogical content knowledge- TPACK (ML) have not been reported. According to authors, this knowledge gap is the missing link that presents a challenge in offering context-appropriate professional development. So, this study inwestigated to describe underlying profiles of Australian language and literacy teachers’ TPACK (ML) through cluster analysis. By this way,this study aimed to investigate Australian language and literacy teachers’ knowledge and concerns in teaching multimodal literacies using digital technologies in general, and augmented reality (AR) specifically.

These research questions were used as follows:

1-      Are there different clusters of Australian primary school teachers in terms of their TPACK for using digital technologies to teach multimodal literacies?

2-      If yes, what factors predict teachers’ TPACK for using digital technologies to teach multimodal literacies?

3-      How do different clusters of Australian primary school teachers perceive their TPACK development associated with infusing augmented reality to teach multimodal literacies?

I join the author(s) who stated that the multimodal literacies are gaps that require attention in the current body of literature, particularly in primary education. However, the authors should clarified the term of the literacy in specially aspect of the  rapid technological development which has been an important effect on the individuals’ literacy through changing daily lives. This situation causes of definition of the literacy in the paper as sub-section. The literacy can be evaluated as the way of assessing information and understanding the world with the development of thinking skills of students. This sub-section could be a bridge between the literacy and the multimodal literacies for the readers to understand the text. At this moment, the  development literacy through technology especially for the teacher is meaningful to learn the literacy their students through the multimodal literacies. In this point, I suggest the author(s) a previous study in the importance of the literacy in schools as follows: https://ugsead.penpublishing.net/makale_indir/1794

In addition; http://www.oecd.org/edu/skills-beyond-school/41529765.pdf

Regarding the Method

The participants of this study was 142 Australian primary school language and literacy teachers. As the survey instrument, the TPACK was used which includes 45 questions that cut across eight domains as Pedagogical content knowledge (PCK); Technological pedagogical knowledge (TPK); Technological knowledge (TK); Technological content knowledge (TCK);  Technological pedagogical content knowledge (TPACK); Content knowledge (CK): Pedagogical knowledge (PK) AND Beliefs about New Culture of Learning [BNCL]. All items in the survey were scored on a 7-point 221 Likert-type scale with a score of 1 for strongly disagree to 7 for strongly agree

Data Analysis

The clusters were compared according to their age, years of ex- 259 perience, number of casuals, and the eight domain scores, using mean, standard devia- 260 tion, and 95% confidence interval of the means.

Regarding the Results ,Discussions and implications

This study showed that there were two distinct clusters of teachers with  different confidence levels in integrating technology into their teaching of multimodal literacies. The statistical analyses pointed out that the clusters did not differ in their demographic backgrounds e.g., age, gender, and years of experience.

Regarding Conclusions

Current multimodal and digital learning environments point to the need to understand teachers’ TPACK when reframing literacy to better respond to the multimodal nature of communication and text. The insights reported in this study were useful for paving future research and sustainable professional development in positioning Australia as a leader in championing the use of AR to teach multimodal literacies in the contexts of primary language and literacy education.

Undoubtedly, digital technologies are very important to use them in the education especially to teach new age reagrding the literacy as defined by OECD. We will see frequently to use of the digital technologies in the education as learning tools in near future world.

I congratulate to the authors for tackling such a challenging subject.

Good lucks.

fair

Author Response

Point 1: I join the author(s) who stated that the multimodal literacies are gaps that require attention in the current body of literature, particularly in primary education. However, the authors should clarified the term of the literacy in specially aspect of the  rapid technological development which has been an important effect on the individuals’ literacy through changing daily lives. This situation causes of definition of the literacy in the paper as sub-section. The literacy can be evaluated as the way of assessing information and understanding the world with the development of thinking skills of students. This sub-section could be a bridge between the literacy and the multimodal literacies for the readers to understand the text. At this moment, the  development literacy through technology especially for the teacher is meaningful to learn the literacy their students through the multimodal literacies. In this point, I suggest the author(s) a previous study in the importance of the literacy in schools as follows: https://ugsead.penpublishing.net/makale_indir/1794

In addition; http://www.oecd.org/edu/skills-beyond-school/41529765.pdf

 

Response 1: The link between literacy and multimodal literacies has been made in the introductory section of the literature review (see lines 79 – 87). However, instead of using the recommended reference from Reviewer 4, we have drawn on our own body of literature and another OECD report about literacy development (see reference 29).