OUR WORK
VIDEO PRESENTATIONS
OUR PROJECTS
Preservice Computer Science Education (PrepareCS)
- Funder: Google Community Partnership Grant
- Purpose: To build the capacity of K-12 CS teachers through the support of university teams and state-level stakeholders to create CS education pathways in teacher preparation
- Personnel: Rosato, J. (Principal Investigator, U. of Minnesota), Liao, Y-C. (Co-PI, Georgia State University), Friend, M. (U. of Nebraska-Omaha)
- Project Dates: August 2024 – July 2027
- Budget: $2,304,513 (GSU subaward: $430,865)
Computing Integration Faculty Fellowship to Bring CS to Teacher Preparation
- Funder: Google Community Partnership Grant
- Purpose: To accelerate the Computing Integration Faculty Fellowship program, which works with faculty in Georgia State’s College of Education & Human Development to integrate computing into preservice teacher preparation
- Personnel: Margulieux, L. (Principal Investigator, Georgia State University), Liao, Y-C. (Co-PI, Georgia State University)
- Project Dates: August 2022 – July 2025
- Budget: $161,568
How Does Integrated Computing Support Computing Education in U.S. Schools
- Funder: Google Tech Education Research Grant
- Purpose: To examine how integrated computing activities are used in non-CS classrooms across Georgia and how much CS instruction students receive outside of CS classrooms
- Personnel: Margulieux, L. (Principal Investigator, Georgia State University), Cox, B., Williams, L. (Georgia Department of Education)
- Project Dates: January-December 2023
- Budget: $87,100
Microcredentials for Integrating Computing Responsibly into Other Domains (MICRO) in Colleges of Education
- Funder: National Science Foundation’s Directorate for Computer and Information Science and Engineering
- Purpose: To implement Georgia State University’s model of CS education in teacher preparation programs at other colleges of education and study the contextual features that affect the adaption of existing resources to applications in new programs
- Personnel: Margulieux, L. (Principal Investigator, Georgia State University), Liao, Y-C. (Co-PI, Georgia State University), Calandra, B. (Co-PI, Georgia State University), Karlin, M. (Co-PI, California State University, Dominguez Hills)
- Project dates: August 2023 – July 2024
- Budget: $418,509
Broadening Responsive Computer Science Pedagogies by Empowering Teaching Assistants
- Funder: Google Community Research Grant
- Purpose: To broaden responsive pedagogies in university computer science instruction by developing new training with computer science teaching assistants
- Personnel: Shapiro, B.R. (Principal Investigator, GSU), Bourgeois, A. & Johnson, W. (Co-PIs, GSU), Zegura, E. & Borela, R. (Co-PIs, Georgia Institute of Technology)
- Project Dates: December 2023 – December 2026
- Budget: $394,020
Leveraging Pre-Kindergarten(Pre-K) Teachers’ Routinized Literacy Activities with Integration of AI for Multicultural and Multilingual Teaching
- Funder: Google Academic Research Award
- Purpose: To study how pre-Kindergarten teachers can leverage AI in their classrooms to create multicultural and multilingual learning experiences that improve the school readiness of their students
- Personnel: Zhang, C. (Principal Investigator, GSU), Margulieux, L. (Co-PI, GSU)
- Project Dates: January 2025-December 2025
- Budget: $100,000
Gwinnett County Public Schools AI-Ready Impact
- Purpose: To measure the impact of Gwinnett County Public Schools’ AI-Ready pilot on student learning, beliefs, and perspectives as well as investigate the beliefs, leadership, and systems that create successful implementation
- Personnel: Sallie Holloway & Ricketts, S. (PIs, Gwinnett County Public Schools), Margulieux, L., Darling, J., & Liao, Y-C. (Co-PIs, GSU)
- Project Dates: January 2025-August 2025
- Budget: GSU subaward – $72,600
To learn more about the data collected for the following projects and the methods used to collect them, click the links below.
Margulieux, L., Anderson, E., and Rahimi, M. (2024). “Programming and Computational Thinking Concepts and Contextual Factors in Integrated Computing Activities in U.S. Schools.” https://doi.org/10.5061/dryad.ttdz08m6v
Margulieux, L., Parker, M. C., and Uzun, G. C. (2024). “Computing Integrated Activities Scored for Programming Concepts.” https://doi.org/10.5061/dryad.k0p2ngfgj
Margulieux, L., Liao, Y-C., Anderson, E., Parker, M., and Calandra, B. (2024). “Extended Computing Integrated Curricula Scored for K-12 CS Standards.” https://doi.org/10.5061/dryad.j6q573nnt
Presentations
Margulieux, L. (2023). “Computing Across the Curriculum: CS Knowledge and Skills that Everyone Values.” Keynote address to the International Conference on Informatics in Schools, Lausanne, Switzerland. https://www.youtube.com/watch?v=djwvA-YFEZY
Margulieux, L. (2023). “Things Software Developers Should Learn about Learning.” Presentation at the It Will Never Work in Theory event, Toronto, Canada. https://neverworkintheory.org and https://www.youtube.com/watch?v=XGF8ljfL4ZA
Paul, B. (moderator), Margulieux, L., and Pandya, J. (2022). “Investing in Our Future: 1000x Impact.” Panel at the DEI Innovation Summit hosted by Snap Inc. https://youtu.be/FNnlPFiKbxY
Margulieux, L., Denny, P., Cunningham, K., Deutsch, M., and Shapiro, B. (2021, August). “When Wrong is Right: The Instructional Power of Multiple Conceptions.” Paper presented at the Seventeenth Annual Conference on International Computing Education Research, Charleston, S.C. https://youtu.be/a-EPI0LQMQ8
Margulieux, L. (2020). “Learning Sciences and Computing Education Research: Theory and Research Design.” Keynote address to the CSEdGrad Conference. https://www.csedgrad.org/conference
Margulieux, L. (2020). “Online and Hybrid Instruction for Computer Science Classrooms.” Presentation to the Raspberry Pi Foundation Research Symposium, London, U.K. https://www.raspberrypi.org/computing-education-research-online-seminars/#online-and-hybrid-instruction-for-computer-science-classrooms
Practitioner- or Public-Facing Publications
Margulieux, L., Liao, Y-C., Shapiro, B. R., and Calandra, B. (2024). “Recommendations for Computer Science Education in Colleges of Education.” Authorea. https://doi.org/10.22541/au.171052957.79200843/v1
Brown, N. C. C., Hermans, F. F. J., and Margulieux, L. (2024). “Ten Things Software Developers Should Learn About Learning.” Communications of the ACM, 67 (January), 78-87. https://doi.org/10.1145/3584859 Video: https://vimeo.com/885743448
Margulieux, L. (2023). “New Approach to Teaching Computer Science Could Broaden the Subject’s Appeal.” The Conversation. https://theconversation.com/new-approach-to-teaching-computer-science-could-broaden-the-subjects-appeal-205171
Yadav, A., Connolly, C., Berges, M., Chytas, C., Franklin, C., Hijón-Neira, R., Leftwich, A., Margulieux, L., Macann, V., and Warner, J. R. (2022). “Models for Computer Science Teacher Preparation: Developing Teacher Knowledge.” In Proceedings of the 27th ACM Conference on Innovation and Technology in Computer Science Education (ITiCSE ’22), 2. 568–569. https://doi.org/10.1145/3502717.3532166
Calandra, B., Renken, M., Cohen, J., Hicks, T., and Ketenci, T. (2020). “An Examination of a Group of Middle School Students’ Engagement During a Series of Afterschool Computing Activities.” Tech Trends, 65,17-25. https://doi.org/10.1007/s11528-020-00557-6
Publications with Faculty Fellows
Zhang, C., Margulieux, L., and Quinn, M. (in progress). “Special Issue: Advancing Childhood Education with Artificial Intelligence: Opportunities, Challenges, and Future Directions.” Journal of Research in Childhood Education.
Kasun, G. S., Liao, Y-C., Margulieux, L., and Woodall, M. (2024). “Unexpected Outcomes from an AI Education Course Among Education Faculty: Toward Making AI Accessible with Marginalized Youth in Urban Mexico.” Frontiers in Education, 9, 1368604. https://doi.org/10.3389/feduc.2024.1368604
Margulieux, L., Enderle, P., Junor Clarke, P. A., King, N., Sullivan, C., Zoss, M., and Many, J. (2022). “Integrating Computing into Preservice Teacher Preparation Programs Across the Core: Language, Mathematics and Science.” Journal of Computer Science Integration, 5(1), 1–16. https://doi.org/10.26716/jcsi.2022.11.15.35
Enderle, P. J., Margulieux, L., and King, N. S. (2021). “What’s in a Wave? Using Modeling and Computational Thinking to Enhance Students’ Understanding of Waves.” The Science Teacher, 88(March/April), 54-58. Link to article.
Open Access Publications
Margulieux, L., Liao, Y-C., Anderson, E., Parker, M. C., and Calandra, B. D. (2024). “Intent and Extent: Computer Science Concepts and Practices in Integrated Computing.” ACM’s Transactions on Computing Education, 24(3), 1-23. https://doi.org/10.1145/3664825
Margulieux, L., Parker, M. C., Uzun, G. C., and Cohen, J. D. (2023). “Levels of Computing Concepts Used in Computing Integration Activities Across Disciplines.” Journal of Technology and Teacher Education, 31(2), 167-202. Waynesville, N.C., USA: Society for Information Technology and Teacher Education. https://www.learntechlib.org/primary/p/221815/
Other Publications
Liao, Y-C., Kim, J., Ottenbreit-Leftwich, A., Karlin, M., and Guo, M. (2024). “Voices of Elementary Computer Science Teachers: Computer Science Integration Rationales and Practices.” Transactions on Computing Education. https://doi.org/10.1145/3688854
Karlin, M., Ottenbreit-Leftwich, A., and Liao, Y-C. (2024). “Exploring Teacher and Student Stereotypes in a Gender-Inclusive Secondary Computer Science Program.” TechTrends, 68, 448-455. https://doi.org/10.1007/s11528-024-00945-2
Karlin, M., Ottenbreit-Leftwich, A., and Liao, Y-C. (2024). “Teacher and Student Experiences in a Gender-Inclusive Secondary Computer Science Program.” International Journal of Computer Science Education in Schools, 6(3), 47–66. https://doi.org/10.21585/ijcses.v6i3.191
Berson, I. R., Berson, M.J., McKinnon, C., Aradhya, D. Alyaeesh, M. Luo, W., and Shapiro, B. R. (2023). “An Exploration of Robot Programming as a Foundation for Spatial Reasoning and Computational Thinking in Preschoolers’ Guided Play.” Early Childhood Research Quarterly, 65, 57-67. https://doi.org/10.1016/j.ecresq.2023.05.015
Karlin, M., Liao, Y-C., and Mehta, S. (2023). “Exploring Computer Science Understanding and Rationales in Preservice Teacher Pathways Through Faculty Professional Development.” Journal of Research on Technology in Education. https://doi.org/10.1080/15391523.2023.2174623
Zegura, C., Shapiro, B. R., MacDonald, R., Borenstein, J., and Zegura, E. (2023). “‘Moment to Moment’: A Situated View of Teaching Ethics from the Perspective of Computing Ethics Teaching Assistants.” In Proceedings of the 2023 CHI Conference on Human Factors in Computing Systems (CHI ’23), April 23-28, 2023, Hamburg, Germany. ACM, New York, N.Y., USA, 15 pages. https://doi.org/10.1145/3544548.3581572
Karlin, M., Ottenbreit-Leftwich, A., and Liao, Y-C. (2022). Building a Gender-Inclusive Secondary Computer Science Program: Teacher-Led and Stakeholder Supported.” Computer Science Education. https://doi.org/10.1080/08993408.2022.2131281
Ketenci, T., Calandra, B., Cohen, J., Renken, M., and Chonoeva, N. (2022). “An Examination of Middle School Student Learner Characteristics as Related to the Reuse and Remixing of Code in Two Different Computer Science Learning Contexts.” Journal of Research on Technology in Education, 55(6), 986-1002. https://doi.org/10.1080/15391523.2022.2085215
Shapiro, B. R., Lovegall, E., Meng, A., Borenstein, J., and Zegura, E. (2021). “Using Role-Play to Scale the Integration of Ethics Across the Computer Science Curriculum.” In The 52nd ACM Technical Symposium on Computer Science Education (SIGCSE’21), March 13-20, 2021, Virtual Event, USA. ACM, New York, N.Y., USA, 7 pages. https://doi.org/10.1145/1234567890
Hicks, T., Cohen, J., and Calandra, B. (2021). “App Development in an Urban After-School Computing Program: A Case Study with Design Implications.” Technology Pedagogy and Education, 31(2), 217-229. https://doi.org/10.1080/1475939X.2021.1956578
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