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Supporting Environmental Stewards' Needs with Technology., , , , , , , , , and 1 other author(s). CSCW Companion, page 151-154. ACM, (2017)Capturing Personal and Social Science: Technology for Integrating the Building Blocks of Disposition., , , , , , , and . ICLS, International Society of the Learning Sciences, (2014)Exploring Practices on the Move: Facilitating Learning Across a Neighborhood., , , , , , , and . ICLS, International Society of the Learning Sciences, (2018)Connecting Affinity Spaces to Places and Back: A Look at Pokemon Go., , , , and . CSCW Companion, page 275-278. ACM, (2017)Using Participatory Design to Gain Insight into How Students Make Sense of Data in Their Lives., , , and . LDT, page 85-94. ACM, (2024)Science Everywhere: Designing Public, Tangible Displays to Connect Youth Learning Across Settings., , , , , , , , , and 3 other author(s). CHI, page 278. ACM, (2018)Social Media in the Science Classroom: Bridging Funds of Knowledge to Scientific Concepts., , , , , , and . CSCL, International Society of the Learning Sciences, (2019)Connecting children's scientific funds of knowledge shared on social media to science concepts., , , , , , , , and . Int. J. Child Comput. Interact., (2019)Selfies for science: collaborative configurations around ScienceKit., , , , , , , and . CSCW Companion, page 133-136. ACM, (2014)"It helped me do my science.": a case of designing social media technologies for children in science learning., , , , , and . IDC, page 155-164. ACM, (2014)