Victoria Macann
Papers
2
Total Citations
10
H-Index
2
About
Victoria Macann is a researcher dedicated to understanding how young learners develop digital competencies and metacognitive skills. Her work centers on two key areas: the integration of computational thinking (CT) in K-5 classrooms and the role of public makerspaces in teacher professional development. In her most-cited paper (2021, 8 citations), Macann examined how teachers leverage public makerspaces to support students’ digital technology competencies, highlighting the practical, community-based resources educators can draw upon. Her more recent study (2023) offers a nuanced contribution by exploring how teachers use CT as a metacognitive tool, comparing plugged versus unplugged computational activities. Through detailed analysis of fourth-grade mathematics lessons, she revealed how one teacher effectively employed CT to foster young children’s metacognitive awareness—a finding with direct implications for curriculum design and instructional practice. Though early in her career, Macann’s focused, classroom-grounded research is already shaping conversations around computational thinking in primary education. Her work bridges theory and practice, offering educators actionable insights for nurturing both technical and reflective thinking in the digital age.
Research Focus
Key Achievements
Top Papers
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- 2