Dr Lynde Tan, Western Sydney University
The Association for the Teaching of English as a Foreign Language in Indonesia. 28 Sep 2022
Lynde Tan @tan_lynde
[email protected]
Brief introduction of AU curriculum
1
Investigate Australian primary school teachers’
knowledge in teaching multimodal literacies
2
Explore how augmented reality offers potentials in enhancing Australian primary school teachers’
knowledge in teaching multimodal literacies
3
Language Literature Literacy Language
variation and change
Literature
and context Texts in context Language for
interaction
Responding to literature
Interacting with others Text
structure and organisation
Examining
literature Interpreting, analysing, evaluating Expressing
and
developing ideas
Creating
literature Creating texts
Phonics and word
knowledge To ensure that students:
•learn to listen to, read, view, speak, write, create and reflect on increasingly complex and sophisticated spoken, written and multimodal texts across a growing range of contexts with accuracy, fluency and purpose;
•appreciate, enjoy and use the English language in all its variations and develop a sense of its richness and power to evoke feelings, convey information, form ideas, facilitate interaction with others, entertain, persuade and argue;
•understand how Standard Australian English works in its spoken and written forms and in combination with non- linguistic forms of communication to create meaning;
•develop interest and skills in inquiring into the aesthetic aspects of texts, and develop an informed appreciation of literature.
(Australian Curriculum, Assessment and Reporting Authority [ACARA], n.d.)
• Comprising more than one semiotic mode.
• A multimodal text uses a
combination of two or more communication modes, for example print, image and
spoken text.
This Photo by Unknown Author is licensed under CC BY-SA-NCLinguistic
Audio Spatial
gestural
visual
A MULTIMODAL TEXT IS NOT
NECESSARILY A
MULTIMEDIA
TEXT.
Multimodal Literacies
• Multiple semiotic modes of
representation and meaning making beyond the written language
• Cultural shaping of semiotic modes
• Resources found in the meaning- makers’ language and cultural
backgrounds as well as experiences.
• Meta-semiotic awareness
Year levels
Sub- strands
Year 2
Sub-strand: Visual language Identify visual
representations of
characters’ actions, reactions, speech and thought
processes in narratives, and consider how these images add to or contradict or multiply the meaning of accompanying words (ACELA1469)
Year 4
Sub-strand: Visual language
Explore the effect of choices when framing an image, placementof elements in the image, and salienceon composition of still and moving images in a range of types of texts (ACELA1496) Year 3
Sub-strand: Visual language
Identify the effect on audiences of techniques, for example shot size, vertical camera angle and layout in picture books, advertisements and film segments (ACELA1483)
Year 7
Sub-strand: Visual language
Analyse how point of view is generated in visual texts by means of choices, for example gaze, angleand social distance
(ACELA1764)
Start of high
school
Cluster 1 (n= 63) [less confident teachers]
Cluster 2 (n= 79) [more confident teachers]
• TPK, BNCL and CK significantly predicted their knowledge of integrating technology, pedagogy and semiotic knowledge for teaching multimodal literacies.
• TPK was the predictor of high integration of technology, pedagogy and semiotic knowledge.
TPK: technological pedagogical knowledge -knowledge of how digital technologies mediates learning CK: content knowledge/semiotic knowledge -knowledge related to how semiotic modes such as linguistic mode, visual mode, spatial mode, gestural mode and aural mode make meanings in texts.
BNCL: beliefs in new culture of learning -a more participatory culture of learning that is learner-generated
Cluster 1 (n= 63) [less confident teachers]
Cluster 2 (n= 79) [more confident teachers]
• Concerned about students’ readiness and their lack of semiotic knowledge.
• Questioned the relevance of using AR for teaching language and literacy.
• Concerned about the problem of not providing students from lower socio-economic status adequate exposure to AR in learning.
• Worried about adding to the already ‘crowded’
curriculum.
• Interested in resonating with students’ digital cultures and keen on finding out what AR could offer for learning to bridge students’ digital practices with formal learning.
• Envisioned themselves using AR to promote learning that would be engaging, meaningful, interactive, experiential, and independent.
• More interested in the promises of AR for students who might be isolated or disadvantaged.
• Good investment in time, particularly for creating AR experiences for student learning and getting buy-in from parents and colleagues.
• Equity, access, and professional development needs
• Being unfamiliar with AR
• Concerned about the effective use of AR to teach language and literacy; teachers in cluster 2 were more specific and they highlighted scaffolding and skills development, particularly for storytelling and creating narratives.
For more information, visit https://www.petaa.edu.au
This study was funded by the Primary English Teaching Association Australia (PETAA)(2019-2022).
App:
Uses:
- To create an AR experience
- To teach the Foundation Year students how to use a QR code and interact with the virtual Gruffalo in the physical classroom
Metaverse
- To create a portal to take the students for a virtual
expedition into the forests like the mouse in the narrative
- To describe how the
multimodal representations of a setting can evoke a
particular emotional response from the perspective of the main character in a narrative.
• Sound ( e.g. pitch & loudness of creatures, silence in the forests etc)
• Image ( e.g. the setting and lighting of a forest, physical traits that symbolize scariness and strength, gaze vectors and movement vectors suggesting intent and speed)
• Gesture (e.g. facial expressions)
• Language (written descriptions of the
forest and creatures)
A virtual astronaut overlaid in a school setting using an AR app called AR Moon
Wonderscope AR Moon
Sound (pitch, volume, pace, etc of rocket taken off)
Image (3D landscape of the Moon)
Gesture (Bodily movement for navigating and experiencing the vastness of the Moon landscape)
