ABSTRACT

This chapter explores a research collaboration between university and teacher-researchers, which investigated how old and new technologies might be incorporated while young children are learning to produce texts. The research shows that there are a number of processes and practices that can support teachers to experiment playfully with multiliteracies using a range of technologies. Through the process of teacher-research, there is an opportunity to carefully plan for pedagogical innovation and then examine what different children do through process and product, including what we might see as playful multiliteracies. The chapter begins with a brief discussion of the nature of teachers' work and implications for teachers' professional learning and change, especially the need to position teachers as researchers and engage with collaborative research partnerships. The chapter then details an example of one early childhood teacher's practice and explores this through how one young student responded to learning opportunities. The chapter then outlines three key principles that have emerged from that current study and earlier research where teachers have explored and engaged with multiliteracies. These principles include the following: supporting teachers to experiment with and research multiliteracies, building teacher knowledge of “multi” and “literacy”, and recognizing that children can teach teachers.