Dr Serdar Abaci
Lecturer in Data and Digital Literacies
- Moray House School of Education and Sport, IETL
- University of Edinburgh
Contact details
- Email: serdar.abaci@ed.ac.uk
Address
- Street
-
Moray House School of Education and Sport, CH
- City
- University of Edinburgh (Holyrood Campus)
- Post code
- EH8 8AQ
Background
Serdar Abaci is based in the Institute of Education, Teaching and Leadership. He is currently involved in Data Education in Schools project, developing a course on Digital Literacy. His research interests include data and digital literacies, formative assessment and feedback, online learning, and evaluation of teaching and learning technologies. Most recently, he is leading a comprehensive review of how educational technology implementations are evaluated in Human-Computer Interaction oriented publications. Dr. Abaci joined the Moray House in April 2020.
Previously, Dr. Abaci has held postdoctoral positions at Indiana University (USA) and Newcastle University (UK) and studied evaluation of educational technologies, particularly the adoption of e-textbooks by instructors and students.
Qualifications
- PhD in Instructional Systems Technology (Indiana University, USA)
- MSEd in Educational Inquiry (Indiana University, USA)
- MSEd in Instructional Systems Technology (Indiana University, USA)
- BS in Computer Education and Instructional Technology (Middle East Technical University, Turkey)
Responsibilities & affiliations
- Member of the MHSES Ethics Committee
- Member of the BERA College of Reviewers
Undergraduate teaching
MA Primary - Digital Literacies
UG Dissertation Supervision
Postgraduate teaching
PGDE Primary - Technologies (Lead)
PGDE Primary - Science
MSc - Children & Technology
Current PhD students supervised
Can Eda Alici - Would Children's Computational Thinking Skills Affect Their Peer Relation?
Jack Walker - Effectiveness of Knowledge Graphs as an Aid to Personalising Education
Research activities
- Action and Interaction: A Multiple Case Study of E-Textbook Engagement in Secondary School Biology Courses
- British Educational Research Journal (Journal)
- Digital Learning after COVID-19: Implications for Teacher Education
- The Ethical Design and Evaluation of Digital Technology to Support Play Behaviours: A Hospital Case Study with Young Children, Parents and Practitioners
- College of Reviewers
-
Online simulation for information technology skills training in higher education
(25 pages)
In:
Journal of Computing in Higher Education, vol. 34, pp. 371-395
DOI: https://doi.org/10.1007/s12528-021-09303-0
Research output: Contribution to Journal › Article (Published) -
How Can Teachers Assist Digitally? Students’ Experiences, Perceptions and Expectations of Useful Feedback Approaches in UK Higher Education
Research output: Contribution to Conference › Abstract (Published) -
Hybrid happened. So, what now?
Blog post › Other contribution (Published) -
Centre Report 2021: Centre for Research in Digital Education
DOI: https://doi.org/10.7488/era/crde-001
Research output: › Commissioned report (Published) -
Supporting school teachers’ rapid engagement with online education
(6 pages)
In:
Educational Technology Research and Development, vol. N/A, pp. 1-6
DOI: https://doi.org/10.1007/s11423-020-09839-5
Research output: Contribution to Journal › Article (E-pub ahead of print) -
Centre Report 2020: Centre for Research in Digital Education
(15 pages)
DOI: https://doi.org/10.7488/era/crde-002
Research output: › Commissioned report (Published) -
Evaluation of emerging educational technologies in the classroom
(8 pages)
DOI: https://doi.org/10.1145/3397617.3398065
Research output: Contribution to Conference › Conference contribution (Published) -
University-wide e-text adoption and students’ Use of, preferences for, and learning with e-textbooks
(21 pages)
DOI: https://doi.org/10.1007/978-3-030-45730-3_10
Research output: › Chapter (peer-reviewed) (Published) -
Indiana University’s faculty-driven inclusive access e-text program
(13 pages)
DOI: https://doi.org/10.1007/978-3-030-45730-3_4
Research output: › Chapter (peer-reviewed) (Published) -
Indiana University’s affordable e-text model and strategies to increase impact beyond savings
Research output: › Chapter (peer-reviewed) (Published)