Contextualizing mobile augmented reality for the Italian Language Teaching and Learninga study on teachers' values and purposes in action

Résumé

The study originates from the need to understand how Italian language teachers in Argentina contextualize a Mobile Augmented Reality (MAR) tool in their practice, in order to identify a set of characteristics to prioritize when implementing this technology in classroom. Therefore, the purpose was twofold. On one hand, by exploring teachers’ experiences, the research aimed to describe their purposes and values in action during the process of MAR contextualization. On the other, acknowledging the necessity for further research on teachers’ needs in various social and educational contexts, the study aspired to identify a set of guidelines for an effective contextualization of MAR in Italian Language Teaching And Learning (ILTAL) environments. A theoretical reflection on the main issues in the field of Educational Technology and Language Education was conducted. Rapid technological advancements are enabling profound changes in our societies, transforming the idea of what constitutes a teaching and learning environment as well. Consequently, the field of education is continuously trying to adapt to these changes and to respond to new learning needs. As an emerging technology, MAR demonstrated numerous advantages in various disciplines, but its implementation for second language teaching is still limited. The majority of educators are unfamiliar with MAR and the role of teachers as learning designers and facilitators is still critical (Pegrum, 2021). Against these backdrops, the researcher focused on teachers’ values and purposes in action through the lens of the Entangled Pedagogy Model (EPM) by Fawns (2022), which highlights the need for a holistic approach to technology contextualization, where technology is conceived in its situated nature, and social and cultural factors are also considered. In the framework of this approach, teachers’ values and purposes were analysed in terms of teachers’ reflection with the situation (Schön, 1983) and were investigated through the constructs of Teacher Pedagogical Beliefs (TPB). On the other hand, the process of MAR contextualization was understood in terms of “Tinkering” (Bardone et al., 2023), which conceives technology implementation as an adaptive, unplanned process that is open and reactive to what happens in action. The research was framed within the interpretive paradigm, assuming a relativistic epistemological stance and adopting the case study in the framework of a qualitative methodological approach (Flick, 2018). Data were collected during four stages and through a number of instruments. During Stage 1 (pre-design), online focus groups were conducted. During Stage 2 (design), teachers designed the learning activities and data were collected through online semi-structured interviews. In Stage 3 (implementation), activities were implemented and observations conducted. Finally, in Stage 4 (post-implementation), teachers reflected on the main issues and opportunities encountered, sharing their perspectives through online semi-structured interviews. Data were analyzed through a Reflexive Thematic Analysis approach (Braun & Clarke, 2022) with the NVivo software. The results confirmed previous studies indicating that MAR can promote student engagement and cooperative learning. However, they also highlighted the need to educate learners on the responsible use of smartphones during activities implementation. The overall experience was described as positive and participants found classroom management with MAR less problematic than they initially expected. However, technical challenges related to infrastructures, as well as difficulties stemming from language barriers during the process of MAR activities design learning were experienced as well. Furthermore, participants emphasized the lack of teacher training and support by their institutions. The description of teachers’ experiences allowed to understand their needs in action, leading to the identification of guidelines for contextualizing MAR for the ILTAL. These guidelines could be adopted in future studies and in various contexts to develop a framework of best practices and expand our knowledge of these new scenarios in language education.