Nasser Giacaman
Biographic Data
| ID | 9259512 |
|---|---|
| NAME | Nasser Giacaman |
| GIVEN NAMES | Nasser |
| FAMILY NAME | Giacaman |
| SIGNATURE | GIACAMAN N |
| AFFILIATIONS | University of Auckland |
| ORCID | 0000-0001-6885-1571 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
The impact of professional learning and development on primary and intermediate teachers’ digital technologies knowledge and efficacy beliefs
To prepare young people for the increasingly complex and fluid world of their future, many countries have begun introducing digital technologies concepts and skills into their curricula. In 2017, the New Zealand National Curriculum was updated to incorporate digital technologies concepts in both the indigenous Māori-medium curriculum and the English-medium curriculum. This study investigated the long-term impact of three different models of digit…
A scoping review of research exploring teachers’ experiences with Digital Technologies curricula
For over a decade, we have seen a global shift toward preparing students for the predicted labor market and society through the introduction of digital technology curricula. This scoping review uncovered 26 studies published between 2012 and 2022 that examined empirical research on K–12 or pre-service teachers’ experiences with Digital Technologies curricula. Most of the research involved primary school teachers (n = 20), focused on teachers’ exp…
Identifying the predictors of four modes of using digital technologies at 8 years of age
There is a growing call for research into how digital technology usage during childhood contributes to shaping contemporary digital divides. To our knowledge, the current study is the first to examine ways of maximising children’s chances of developing modes of use that involve greater engagement with more advanced and creative digital activities. Drawing on our prior research identifying four distinct modes of using digital technologies in 8-yea…
Are distinct modes of using digital technologies evident by age eight? Implications for digital divides
Cross Validating a Rubric for Automatic Classification of Cognitive Presence in Mooc Discussions
As large-scale, sophisticated open and distance learning environments expand in higher education globally, so does the need to support learning at scale in real time. Valid, reliable rubrics of critical discourse are an essential foundation for developing artificial intelligence tools that automatically analyse learning in educator-student dialogue. This article reports on a validation study where discussion transcripts from a target massive open…
Bridging Theory and Practice in Programming Lectures With Active Classroom Programmer
Contribution: Active classroom programmer (ACP) is a software tool that places minimal pressure on resources, and is shown to help improve student learning while also encouraging a high degree of engagement both during and outside of programming lectures. Background: Programming is difficult for students, largely due to the myriad of ever-advancing concepts. As students gradually become stronger programmers, both within a course and within their …
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Bridging Theory and Practice in Programming Lectures With Active Classroom Programmer
Contribution: Active classroom programmer (ACP) is a software tool that places minimal pressure on resources, and is shown to help improve student learning while also encouraging a high degree of engagement both during and outside of programming lectures. Background: Programming is difficult for students, largely due to the myriad of ever-advancing concepts. As students gradually become stronger programmers, both within a course and within their …
Cross Validating a Rubric for Automatic Classification of Cognitive Presence in Mooc Discussions
As large-scale, sophisticated open and distance learning environments expand in higher education globally, so does the need to support learning at scale in real time. Valid, reliable rubrics of critical discourse are an essential foundation for developing artificial intelligence tools that automatically analyse learning in educator-student dialogue. This article reports on a validation study where discussion transcripts from a target massive open…
Are distinct modes of using digital technologies evident by age eight? Implications for digital divides
A scoping review of research exploring teachers’ experiences with Digital Technologies curricula
For over a decade, we have seen a global shift toward preparing students for the predicted labor market and society through the introduction of digital technology curricula. This scoping review uncovered 26 studies published between 2012 and 2022 that examined empirical research on K–12 or pre-service teachers’ experiences with Digital Technologies curricula. Most of the research involved primary school teachers (n = 20), focused on teachers’ exp…
Identifying the predictors of four modes of using digital technologies at 8 years of age
There is a growing call for research into how digital technology usage during childhood contributes to shaping contemporary digital divides. To our knowledge, the current study is the first to examine ways of maximising children’s chances of developing modes of use that involve greater engagement with more advanced and creative digital activities. Drawing on our prior research identifying four distinct modes of using digital technologies in 8-yea…
The impact of professional learning and development on primary and intermediate teachers’ digital technologies knowledge and efficacy beliefs
To prepare young people for the increasingly complex and fluid world of their future, many countries have begun introducing digital technologies concepts and skills into their curricula. In 2017, the New Zealand National Curriculum was updated to incorporate digital technologies concepts in both the indigenous Māori-medium curriculum and the English-medium curriculum. This study investigated the long-term impact of three different models of digit…
Computer Science (6 works) · Psychology (5 works) · Mathematics education (4 works) · Child Development and Digital Technology (3 works) · Gender and Technology in Education (3 works) · Digital literacy in education (2 works) · Educational technology (2 works) · Impact of Technology on Adolescents (2 works) · Pedagogy (2 works) · Professional development (2 works)