I study how young people learn with and about computational texts – things like computer simulations, visualizations, or interactive data stories. Rather than asking whether or how technology might be used to improve education, I take it as given that it is an important part of contemporary literacy. My research explores how youth learn to make sense and make use of these texts, and how to support such sense-making through the design of software, curricula, and teacher supports. I am especially interested in finding ways to give learners experience with computational representations in ways that are tightly connected to, and therefore feasible within, the existing K-12 curriculum. The video below provides a nice overview of my work and its trajectory:

A major goal of this work is to enable youth to see themselves as authors of ideas, capable of judging the validity of scientific and data-based arguments and contributing to the scientific enterprise if they choose. Therefore I design tools that start by allowing youth to share their ideas about scientific phenomena in ways they are already likely to know well: things like sketching, storytelling, or flip book animation. They can then augment or overlay these constructions with programmed rules that allow them to see their creations “come to life” as computational representations, and to be critiqued, tested, and revised as scientific theories through reasoned argument and evidence. More recently, in collaboration with Dr. Kris Gutierrez, I have been exploring how students’ authorship of computational texts help can also develop socio-critical literacies as students begin to read, engage, and rewrite the social narratives and priorities that are embedded in computational texts.

I am a participatory design-based researcher, which means I consult with teachers, learners, and after-school professionals at every stage of design to make sure the tools we create are usable, and the theories we create really help us understand and improve how people teach and learn. While my focus is on youth learning, some of my research also explores how teachers make sense of computational representations as both a scientific and pedagogical tool.

Here are a few examples of my curricular and technical work:

I joined the faculty of the University of California, Berkeley Graduate School of Education in January 2016. I lead the Computational Representations in Education (CoRE) research group, and teach classes in science education and educational research. Before moving to Berkeley I was an Assistant Professor in the Department of Education at Tufts University from 2011-2015. My work has been featured in both general purpose and science/math education research journals including The Journal of the Learning SciencesScience EducationInstructional Science, Educational Studies in Mathematics, Educational Technology Research and DevelopmentInteractive Learning Environments, and the Journal of Science Teacher Education. I have served as Chair of the American Educational Research Association’s Special Interest Group in Advanced Technologies for Learning, and in 2014 I was honored to receive a National Science Foundation Early CAREER Award to pursue research on young learners’ data visualization competencies. In 2020 I was awarded the AERA Division C Jan Hawkins Award for Early Career Contributions to Humanistic Research and Scholarship in Learning Technologies.

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