- 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
- Introductory computer science initiatives on the K-12 level
- Issues of access and equity surrounding technology education in schools
- Alternative post-secondary computer science education
- Digital storytelling
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)
* 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
- Kafai, Y.B. & Burke, Q. (2014). Connected code: Why children need to learn programming. Cambridge, MA: MIT Press.
Burke, Q. (forthcoming) DIY zones for Scratch design in classroom and club. In S. Humble (Ed.) The Coding Generation. New York: Routledge.
- Burke, Q. (2016). Mind the metaphor: Charting the rhetoric about introductory programming in K-12 schools. On the Horizon. 24(3).
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 Scratch. Research 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.