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Quinn Burke

Assistant Professor

Address: 86 Wentworth Street, Office #318
Phone: 843-953-7433
E-mail: burkeqq@cofc.edu
Curriculum Vitae: Download



Education

  • Ed.D, Technology & Learning Sciences, University of Pennsylvania, Graduate School of Education, Philadelphia, PA
  • M.A., English Literature, Columbia University, New York, NY
  • B.A. English Literature, Boston College, Chestnut Hill, MA

Research Interests

  • Introductory computer science initiatives on the K-12 level
  • Issues of access and equity surrounding technology education in schools
  • Digital storytelling 

Courses Taught

EDFS326  Integrating Technology into Teaching

EDFS460 Clinical Practice in Content Area

EDFS687 Introduction to Educational Technology

EDEE459 Middle Grades Clinical Practice

MTLA 678 Instruction & Assessment of Older Literacies Learners

MTLA 702 Research and Development Capstone


Honors and Awards

  • National Science Foundation Core Research & Development Grant (2016-18)
  • Center for Partnerships in Education (CPIE) Faculty Fellow (2015-16)
  • American Education Research Assocaition (AERA) 2015 Outstanding Book Nomination for Connected Code
  • Summer Fellowship, Association for Core Texts and Courses (ACTC) - Columbia & Yale Universities (2014)
  • 2012 Best Student Paper, American Educational Research Association (AERA) Media Culture & Curriculum (Special Interest Group)
  • Center for Partnerships to Improve Education (CPIE) Faculty Mini-Grant (2012-13)
  • Research Fellowship, University of Pennsylvania (2008-12)

Publications

* please feel free to contact me directly if you are looking for a copy of any of the following but are unable to locate it

BOOKS

JOURNALS & BOOK CHAPTERS
  • Burke, Q. (in press).  Mind the metaphor.  On the Horizon.
  • Kafai, Y.B. & Burke, Q. (2016).  Constructionist gaming: Understanding the benefits of making games for learning.  Educational Psychologist, 50(4), 313-334.

  • Burke, Q., O’Byrne, W., & Kafai, Y.B. (2016).  Computational participation: Understanding coding as an extension of literacy instruction.  The Journal of Adolescent & Adult Literacy, 59(4), 371-375.

  • Bowring, J. & Burke, Q. (2016).  Shaping software engineering curricula using open source communities.  Journal of Interactive Learning Research, 27(1), 5-26.

  • Burke, Q. &  Kafai, Y.B. (2014). A decade of programming games for learning: From tools to communities. In H. Agius & M.C. Angelides (Eds.) The Handbook of Digital Games:  Institute of Electrical and Electronics Engineers (IEEE).  New York: Wiley-IEEE Press.

  • Kafai, Y.B. & Burke, Q. (2013).  Computer programming goes back to school: Why and what K-12 schools need to know.  Phi Delta Kappan, 95(1), 61-65. 

  • Mote, C., Kafai, Y.B., & Burke, Q. (2013).  Epic Win:  Utilizing virtual events to promote communication and learning in schools.  Learning & Leading with Technology (ISTE), December/ January, 16-21.

  • Burke, Q. (2012) From literacy to literacies:  One teacher’s journey.  Journal of Classroom Research in Literacy, 5(1) 41-66. 

  • Burke, Q. (2012) The markings of a new pencil:  Introducing programming-as-writing in the middle school classroom.  Journal of Media Literacy Education, 4(2), 121-135.

  • Burke, Q. & Kafai, Y.B.  (2012).  The writers’ workshop for youth programmers: Digital storytelling with Scratch in middle school classrooms. In Proceedings of the 43rd SIGCSE Technical Symposium on Computer Science Education. New York, NY: ACM Digital Library.

  • Kafai, Y.B., Roque, R., Fields, D.A., Burke, Q., & Monroy-Hernandez, A. (2012). Collaborative agency in youth online and offline creative production in ScratchResearch and Practice in Technology Enhanced Learning, 10(10).

  • Burke, Q. (2011). DIY learning: New leadership & new technologies in K-12 schools.   In (V.C.X. Wang, Ed.) Encyclopedia of E-Leadership, Counseling, & Training.  Hershey, PA: IGI Global.

  • Kafai, Y. B., Fields, D. A., & Burke, W. Q. (2010). Entering the clubhouse: Case studies of young programmers joining the online Scratch communities. Journal of Organizational and End-User Computing, 22(2), 21-35.