NEW YORK UNIVERSITY

Safinah Ali is an Assistant Professor at NYU Steinhardt in the Department of Administration Leadership and Technology. Prior to her appointment she gained a PhD in Media Arts and Sciences from Massachusetts Institute of Technology's Media Lab. Safinah’s research is about using AI tools and agents to support human creativity and learning. She develops child-AI interactions to foster creative learning and develops inclusive AI curricula to empower creators.  She demonstrated how students showed growth in their AI knowledge, attitudes and career interest after engaging with the curricula. She also develops social robotic agents to provide creativity scaffolding and social-emotional support to children. She personalizes these interactions to students with diverse learning needs and abilities. Through long-term research, she has demonstrated how these interventions led to heightened verbal, figural and constructional creativity for all children.

BOSTON COLLEGE
[WORKSHOP ORGANIZER]

Marina Umaschi Bers is the Augustus Long Professor of Education at the Lynch School of Education and Human Development at Boston College with a secondary appointment in the Department of Computer Science. She is director of the interdisciplinary Developmental Technologies (DevTech) research group. Her research involves the design and study of innovative learning technologies to promote children’s positive development as a new literacy of the XXIst century. Prof. Bers has conceived and designed diverse technological tools ranging from robotics to virtual worlds. Her current research focuses on robotics and programming languages that promote new ways of thinking and learning in early childhood alongside with socio-emotional development. For example, she co-developed the free ScratchJr programming language and she developed the KIBO robot kit that can be programmed with wooden blocks without keyboards or screens.

More info: https://sites.bc.edu/devtech/

NEW YORK UNIVERSITY

Dr. Francisco Castro is a Research Scientist at New York University. His work investigates and interrogates the ways that computing and sociotechnical systems impact and interact with people and communities. He uses human-centered, community-oriented, and participatory approaches to research and design computing systems and environments for social good+justice, education, and community empowerment, including learning environments that interrogate the intersections of computing ethics, data, AI literacy, community values and identity, art, and justice-centered computing. Among others, his projects include — the development of creative technologies for teaching computing through dance, art, and game design; curricular design for computer science, tech ethics, data, and AI literacy; electronics, wearables, and tangible design interfaces for interactive computing and art making; and data analytics for supporting programming and AI education. He was awarded a Computing Innovation Fellowship by the Computing Research Association and holds a PhD in Computer Science from Worcester Polytechnic Institute. He was recently awarded an NSF Grant for developing scalable computing ethics education tools and curricula for ethics and responsible computing education.

More info: ​​https://beacons.ai/franciscocastro

NORTHWESTERN UNIVERSITY

Hasti is pursuing a PhD in computer science at Northwestern University, specializing in Human-Computer Interaction (HCI) and the design of educational technologies. Her research focuses on creating interactive and tangible learning experiences to teach children and novices about artificial intelligence. With a background in front-end development and UX/UI design, she is particularly interested in designing intuitive and engaging interfaces. She designed museum exhibits and educational activities to improve children’s understanding of AI. Through her interdisciplinary approach, she seeks to bridge the gap between technology and education by making complex AI concepts more understandable.

NEW YORK UNIVERSITY

Dr. Kayla DesPortes is an Assistant Professor of Human-Computer Interaction and the Learning Sciences at the NYU Steinhardt School of Culture, Education, and Human Development. She is a collaborative, community-centered researcher, designer, and engineer. Her work explores how artistic computing, engineering, AI/ML, and data literacy education can foster learners to leverage their knowledge and build new skills in order to empower themselves and their communities. She engages in long-term relationships with community partners and applies participatory methods that engage partners in agenda-setting, problem-solving, and integration of their knowledge and values into our designs. Further, she centers equity in her investigations of the learning environment by examining how design with artistic practices can foster learners’ and educators’ engagement with cultures, identities, and the social and political dimensions of society.

More info: Kayla DesPortes

GOOGLE

Stefania is a Research Scientist at Google Gemini, where they work on developing novel multimodal AI applications. Prior to this role, they served as a Principal Researcher in the Center of Applied AI Research at the University of Chicago. Stefania earned a Ph.D. in Creative AI Literacies from the University of Washington Information School. Their research centers on Large Language Models and the design of multimodal AI tools and resources. During their doctoral studies, they developed Cognimates, the first open-source platform for K12 AI Education. When not coding and writing papers, Stefania enjoys trail running, yoga, and cycling. Stefania's prior experience includes an AI Residency at X Moonshot Factory, a product engineer role at Fixie.ai, and a Weizenbaum Research Fellowship. They are also an awardee of the NSF Formal Verification in the Field Grant and the Jacobs Foundation Grant. During their master's studies at MIT, Stefania was a LEGO Papert Fellow, researching with Prof. Mitchel Resnick and the Scratch team.

More info: https://stefania11.github.io/

DREXEL UNIVERSITY

Dr. Kareem Edouard, Assistant Professor at Drexel University’s School of Education and Co-Director of The Informal Learning Linking Engineering Science & Technology (ILLEST) Lab, researches the intersection of race, culture, and STEAM to engage students of color through culturally relevant STEM programs. He investigates how biases in generative AI affect the engagement and creative expression of Black students. Dr. Edouard leads the Black Male Animation Lab, empowering Black boys to develop computational skills and STEM competencies via narrative storytelling and creative play. Additionally, he serves as a Creative Producer for the PBS KIDS show “Work It Out Wombats!”, emphasizing children’s engagement in early childhood  computational literacy.

More info: Kareem Edouard || ILLEST Lab

UNIVERSITY OF WASHINGTON

Jayne is pursuing a PhD in computer science at the University of Washington. She is studying the commonalities in joyful secondary computer science classrooms, and implicit assumptions we make about education. Before transitioning to research, she taught math, science, cs, and maker space in Kentucky and Boston.

UTAH STATE UNIVERSITY

Deborah A. Fields is an associate research professor of Instructional Technology and Learning Sciences at Utah State University. In her research she seeks to inspire and advocate for children's creative expression with digital media, coding, and everyday craft materials. This includes projects which create educational opportunities in computer science to design with sewable electronics or the popular programming environment, Scratch. This interest carries over into the growing phenomenon of child-generated digital content in online environments. Her work has appeared in journals such as Mind, Culture and Activity, and Cognition and Instruction. She is a fellow of the International Society of Design and Development in Education.

More info: Deborah A. Fields

BROWN UNIVERSITY
[WORKSHOP ORGANIZER]

Dr. Kathi Fisler is a Research Professor of Computer Science at Brown University, with a PhD in Computer Science from Indiana University. Active in computer science educational outreach for twenty years, she often draws insight from childhood conversations with her parents, both public school teachers and administrators. Her research looks at the interplay between human reasoning and logical systems, including how people learn to program. She is an ACM distinguished educator and has won WPI's Moruzzi Award for innovation in undergraduate education as well as WPI's Exemplary Faculty Prize.

More info: https://cs.brown.edu/~kfisler/

TEACHERS COLLEGE, COLUMBIA UNIVERSITY

Nathan Holbert is an Associate Professor of Communication, Media, and Learning Technologies Design at Teachers College, Columbia University and the founder and director of the Snow Day Learning Lab. His work involves the design and study of playful tools, environments, and activities that allow all children to leverage computational power as they build, test, tinker, and make sense of personally meaningful topics, phenomena, or questions. Nathan is the co-editor of the volume Designing Constructionist Futures: The Art, Theory, and Practice of Learning Designs from MIT Press, co-author of Playful Testing: Designing a Formative Assessment Game for Data Science from ETC Press, and cohosts Pop & Play, a podcast on education, play, and pop.

More info: Snow Day Learning Lab

THORNING SKOLE

Allan Sejer Iversen is the Principal at Thorning Skole in Denmark. With a background as a certified teacher and a Master's degree in Educational Philosophy, he specializes in working with neurodiverse learners—often children with learning difficulties and comorbid diagnoses such as ADHD and Autism. Passionate about inclusive education, Iversen is deeply engaged in exploring how these students can be meaningfully included in AI learning and how schools can be equipped to support them. His work focuses on developing strategies for training primary school teachers to take on this task, ensuring they have the necessary competencies to facilitate AI education that accommodates neurodiverse learners' unique needs.

AARHUS UNIVERSITY

Professor Ole Sejer Iversen is the Director of the Center for Computational Thinking & Design at Aarhus University, Denmark. His research explores Computational Empowerment, with a focus on enabling children to critically and actively engage with emerging technologies. In 2018, he led the development of Denmark’s first K-9 informatics curriculum, emphasizing a critical understanding of digital technologies. Since 2023, Professor Iversen has served as Head of Denmark’s National Research Center for Digital Technology Comprehension, driving advancements in the integration of digital technologies into formal K-12 education. In 2024, Professor Iversens research center developed the concept behind the ‘Micro:bit CreateAI’ which is now integrated into the Micro-Bit unit and used as a mandatory part of the UK Computing education program in K9 Education nation-wide.

More info: cctd.au.dk

UNIVERSITY OF OULU

Netta Iivari is a Professor in Information Systems and research unit leader of INTERACT research unit in University of Oulu. She has background in Cultural Anthropology as well as in Information Systems and Human Computer Interaction. Her long lasting research interest concerns understanding and strengthening people's participation in shaping and making their digital futures. She has particularly studied the topic with children, exploring participatory design, critical design, critical making, empowerment, inclusion, ethics, values and criticality in collaboration with children. Her research is strongly influenced by interpretive and critical research traditions. She has a specific interest in the examination and support of transdisciplinary research and design.

More info: Netta Iivari || INTERACT Research Group (oulu.fi)

FRANKLIN SCHOOL

Sarah Judd majored in Computer Science at Worcester Polytechnic Institute after realizing how much fun programming was on their High School robotics team. Since then, they have worked on inclusive, project-based curriculum for all grade levels at Google, Girls Who Code, AI4ALL, and code.org, and has at some point taught CS to every grade over second. Sarah's main goal is to help all students discover the fun and creative expression Sarah found in programming.

More info: Franklin School Bio || (wrote all of the curriculum here: https://ai-4-all.org/resources-all/ for high schoolers)

UNIVERSITY OF PENNSYLVANIA
[WORKSHOP ORGANIZER]

Yasmin B. Kafai is Lori and Michael Milken President’s Distinguished Professor at the Graduate School of Education, University of Pennsylvania, with a courtesy appointment in Computer and Information Science. She is a learning designer and researcher of online tools, projects and communities to promote coding, criticality, and creativity. With colleagues at MIT, she developed the widely popular programming language Scratch, with over 100 million users, and researched computational participation in clubs, classrooms, and communities. She has written several books, among them “Connected Code: Why Children Need to Learn Programming,” “Connected Gaming: What Making Videogames Can Teach Us About Learning and Literacy,” and recently edited with N. Holbert and M. Berland “Designing Constructionist Futures: The Art, Theory, and Practice of Learning Designs” — all published by MIT Press. Kafai earned a doctorate in education from Harvard University while working at the MIT Media Lab.

More info: www.yasminkafai.com

COMPUTER SCIENCE TEACHER ASSOCIATION (CSTA)

Jake Koressel is the K-12 Standards Project Manager with the Computer Science Teachers Association (CSTA). Through this role, his work focuses on revising the CSTA K-12 CS Standards and research to inform the standards revision process. Previously, he has served in a variety of roles in CS education including high school teacher, state computer science supervisor, pre-service CS teacher educator, and researcher. Jake holds a bachelor’s degree in Secondary Mathematics Education and Computing Education from Indiana University and a master’s degree in Instructional Systems Technology from Indiana University. He is currently pursuing a PhD in Instructional Systems Technology where his research interests center around the intersection of CS education and education policy. In his spare time, Jake enjoys spending time with friends and family, traveling, golfing, and trying new foods.

More info: csteachers.org || Jacob Koressel

EASTERN FINLAND UNIVERSITY

Anssi is a doctoral student at the University of Eastern Finland. His research focuses on combining physical computing with AI education to create tangible learning experiences for K-12 students. He bases his work on maker pedagogy, emphasizing hands-on learning to help K-12 students connect conceptual learning to real-world contexts. More info about his publications here.

UNIVERSITY OF CALIFORNIA, BERKELEY
[WORKSHOP ORGANIZER]

Dr. José Ramón Lizárraga is a multiple Webby Award-winning designer and researcher of online experiences. As a learning scientist and information studies scholar, Dr. Lizárraga’s scholarly work focuses on the role of emergent technologies, AI, and media in the learning of individuals and communities. He is also Senior Pedagogy Advisor for the Algorithmic Justice League. Lizárraga holds a MA from Stanford University and a PhD from UC Berkeley.

More info: futurosfantasticos.com

GEORGIA INSTITUTE OF TECHNOLOGY

Dr. Brian Magerko is a Regents Professor of Digital Media, Director of Graduate Studies in Digital Media, & head of the Expressive Machinery Lab at Georgia Tech. He received his B.S. in Cognitive Science from Carnegie Mellon (1999) and his MS and Ph.D. in Computer Science and Engineering from the University of Michigan (2001, 2006).  His research explores how studying human and machine cognition can inform the creation of new human/computer creative experiences.  Dr. Magerko has been research lead on over $15 million of federally-funded research; has authored over 100 peer reviewed articles related to digital media, creativity, cognition, and learning; has had his work shown at galleries and museums internationally; co-authored an internationally adapted framework--and the top-cited article on--AI literacy education and design; and co-founded a music-based learning environment for computer science - called EarSketch - that has been used by over 1.5 million learners worldwide.  Dr. Magerko andthe Expressive Machinery Lab's work has been shown in the New Yorker, Washington Post, the Smithsonian Museum of American History, Eyedrum, The Goat Farm Arts Center, USA Today, CNN, Yahoo! Finance, NPR, and other global and regional outlets.

More info: https://expressivemachinery.gatech.edu/

APPLE

Mike is a Senior Project Engineer at Apple and has worked in Apple Education for over 16 years. He helped launch Apple’s Community Education Initiative team (CEI) in 2019 to create a more equitable world through providing technology-based educational opportunities. Mike works with CEI partners to ensure their confidence and competence in the use of Apple technologies for teaching and learning, and partners in K-12, Higher Education, After-school Programs, and in Anti-Recidivism initiatives to positively impact tens of thousands of students and teachers worldwide. He received his B.A. in Sociology & Criminal Justice from the University of Massachusetts, Amherst (2001) and his M.B.A. from Thomas Jefferson University (2024).

GOOGLE

Jody creates superhumans, not supercomputers. She creates human-centric AI collaboration tools that leverage brain-machine interfaces, AR/VR, robotics, wearables, and IoT to extend, amplify, and augment human capabilities dramatically. Her most notable work includes HCI for DARPA’S Big Dog, Principal Experience Designer of Microsoft’s HoloLens, and the HCI of Toyota’s AiCar. Today she is a Creative Strategist at Google working on the future of Technology & Society with a focus on AI. Career highlights include Director of Design for Singularity University Labs, Principal Design Lead of the Central Incubation Team at Microsoft, and Principal Design Researcher and Tech Advisor in Microsoft’s Office of the CTO. Throughout her career, Jody has prioritized inclusive design and has focused on the UN’s Sustainable Development Goals including Education, Health, Industrial Innovation, and Shared Prosperity.

More info: Jody Medich

DIGITAL PROMISE

Kelly Mills is Director of Learning Experience R&D at Digital Promise. She partners with school districts across the nation to integrate 21st century skills across K-12 learning contexts in authentic, equitable and sustainable ways. Dr. Mills has spearheaded several publications defining complex ideas into actionable strategies such as AI Literacy, Portrait of a Graduate, and Computational Thinking. Her current work focuses on the role of emerging technology in pedagogy, curriculum and assessment and how it can promote learning experiences that center the whole child, enhancing creatively, collaboration and critical thinking. 

More info: Kelly Mills || digitalpromise.org/ailiteracy

UNIVERSITY OF PENNSYLVANIA
[WORKSHOP ORGANIZER]

Luis Morales-Navarro is a PhD candidate in the learning sciences and technologies program at the University of Pennsylvania. His research brings together perspectives from child-computer interaction and the learning sciences to study how novices make sense of AI/ML-powered systems and issues of algorithmic justice and how young people can be involved in the design and evaluation of AI/ML systems. Previously, he researched and designed tools and environments for learning computing at New York University, the Studio for Creative Inquiry at Carnegie Mellon University, the Processing Foundation, Fundación Omar Dengo, and Apple.

More info: https://luismn.com/

BAYLOR UNIVERSITY

T. Philip Nichols is an Associate Professor English Education at Baylor University. He studies how science and technology condition the ways we practice, teach, and talk about literacy, and the implications of this conditioning for equitable public education. He is the author of Building the Innovation School: Infrastructures for Equity in Today’s Classrooms (Teachers College Press, 2022) and the co-editor of Literacies in the Platform Society: Histories, Pedagogies, and Possibilities (Routledge, in press). His work also appears in leading research and practice-oriented journals, including Harvard Educational Review, Review of Research in Education, Educational Evaluation and Policy Analysis, and Phi Delta Kappan. He holds a Ph.D. in Literacy, Culture, and International Education from the University of Pennsylvania, where he also earned an M.A. in History and Sociology of Science.

More info: https://tphilipnichols.com/

UNIVERSITY OF PENNSYLVANIA
[WORKSHOP ORGANIZER]

Daniel J. Noh is a PhD student in the Learning Sciences & Technologies program at the University of Pennsylvania. Prior, he was at the MIT Museum, where he designed and facilitated various hands-on STEM and Design learning activities as a museum educator. Formally trained as an architectural designer, his research interests revolve around themes of materiality and empowerment in learning—focusing on the design of accessible learning spaces, the impact of meaningful making on identity, and the participatory design of technologies that support creative learning. He received a B.Arch. from Carnegie Mellon University and an Ed.M. from Harvard University.

More info: https://danieljnoh.com/

UNIVERSITY OF CALIFORNIA, BERKELEY

Thomas M. Philip is a Professor in the Berkeley School of Education, where he also serves as the Faculty Director of the Berkeley Teacher Education Program. He studies how ideology shapes learning and how learning is a site of ideological contestation and becoming. As a learning scientist and teacher educator, he is interested in how teachers make sense of power and hierarchy, and act on their sense of agency as they navigate and ultimately transform classrooms and institutions toward more equitable, just, and democratic practices and outcomes. His scholarship also explores the possibilities and tensions that emerge with the use of artificial intelligence and digital learning technologies in classrooms.

More info: Thomas M. Philip

NORTHWESTERN UNIVERSITY

Nichole Pinkard is the founder of Digital Youth Network and L3, a social learning platform that connects youth’s learning opportunities across the school, home, community, and beyond.Through collaborations with city agencies Pinkard and DYN’s work has ignited new models for reimagining, visualizing, and documenting learning across spaces through the creation of existence proofs in urban contexts. Pinkard received a 2010 Common Sense Media Award for Outstanding Commitment to Creativity and Youth, the Jan Hawkins Award for Early Career Contributions to Humanistic Research and Scholarship in Learning Technologies, an NSF Early CAREER Fellowship. She earned her bachelor’s in computer science from Stanford University, a master’s in computer science from Northwestern, and her doctorate in learning sciences from Northwestern’s School of Education and Social Policy. Her current scholarly interests include the design and use of pedagogical-based social networks and socio-technical systems to support community-level ecological models of learning.

More info: Nichole Pinkard

APPLE

Stu is the Senior Program Manager for Apple’s Community Education Initiative, which aims to foster a more equitable world through computer science, creativity, and community-based educational opportunities. He designs and leads efforts on educator professional learning and instructional technology research, especially focused on machine learning, and manages an array of partnerships with education leaders across the US, Mexico, the UK, and Europe. With 20 years of experience in education, Stu is passionate about helping educators connect their vision for learning with the affordances of technology. He taught social studies, French, Spanish, and photography in urban, suburban, rural, and wilderness settings across the US and in China. His doctoral research focused on helping teachers and leaders leverage the educational affordances of their mobile devices. In 2012, he joined Apple as a founding member of the Learning Design team, where he designed and launched Apple Professional Learning programs worldwide, authored The Elements of Learning with education researchers from SRI International, and co-authored a series of books on Innovation in Schools.

FREIE UNIVERSITÄT BERLIN

Ralf Romeike is Professor of Computer Science Education at Freie Universität Berlin, Germany. He researches and designs learning approaches that foster creativity, collaboration, and critical thinking in computer science. His research group has developed teaching concepts integrating artificial intelligence, data literacy, and agile methods into K–12 classrooms. Through numerous teacher trainings and partnerships with schools, educational authorities, and industry, his work has influenced curricula and supported educators in bringing new technologies and creative practices to learners of all ages. He has co-authored numerous publications on the didactics of emerging computer science topics—including AI and data competencies—and leads several national and international research projects aimed at making core computing concepts accessible to all.

More info: https://www.mi.fu-berlin.de/en/inf/groups/ag-ddi/team/prof/romeike.html

UNIVERSITY OF COLORADO, BOULDER

Ricarose Roque is an assistant professor in the Information Science department at CU Boulder with courtesy appointments in Computer Science and Learning Sciences and Human Development at the School of Education. She directs the Creative Communities research group and leads the Family Creative Learning project. She designs and studies equitable learning environments that enable young people to become computational creators — able to use computing to create things they care about, develop identities as creators, and imagine the ways they can shape the world. She draws on community-engaged, design-based, and ethnographic methods to study the role that social context plays in supporting children’s participation in computing, especially children from non-dominant groups who have been marginalized from opportunities because of race, ethnicity, immigration status, and/or socioeconomic status.

More info: https://www.ricarose.com/ || https://www.creativecommunities.group/

CARNEGIE MELLON UNIVERSITY

Dr. Carolyn Rosé is the Kavčić-Moura Professor of Language Technologies and Human-Computer Interaction in the School of Computer Science at Carnegie Mellon, and Program Director for the Masters of Computational Data Science Program, with decades of past work both advancing Artificial Intelligence and applying it in support of human learning.  Her research program focuses on computational modeling of discourse to enable scientific understanding the social and pragmatic nature of conversational interaction of all forms, and using this understanding to build intelligent computational systems for improving collaborative interactions. Her research group’s highly interdisciplinary work, published in well over 330 peer reviewed publications, with awards in four different fields. She is a Past President and Inaugural Fellow of the International Society of the Learning Sciences, Senior member of IEEE, Founding Chair of the International Alliance to Advance Learning in the Digital Era, and Executive Editor (formerly Co-Editor-in-Chief) of the International Journal of Computer-Supported Collaborative Learning.  She also serves as a 2020-2021 AAAS Leshner Leadership Institute Fellow for Public Engagement with Science, with a focus on AI.

More info: http://www.cs.cmu.edu/~cprose

UNIVERSITY OF WASHINGTON
[WORKSHOP ORGANIZER]

R. Benjamin Shapiro is Associate Professor  and the Associate Director for diversity, equity, inclusion, and access (DEIA) in the Paul G. Allen School of Computer Science & Engineering at the University of Washington (UW). He co-directs the UW Center for Learning, Computing, and Imagination. His research focuses on the design of new tools and experiences that expand who can learn computing, how they can learn it, and what they can do with it, with a particular focus on creative applications of contemporary CS. He is passionate about doing this work in collaboration with educators and with youth. He founded Apple’s Learning Sciences research team, and remains a machine learning research scientist there. He has a PhD in Learning Sciences from Northwestern University, and a BA in Independent Studies from the University of California San Diego.

More info: https://benshapi.ro/

UNIVERSITY OF WASHINGTON

Jaemarie’s research is at the intersection of responsible AI, HCI, and computing education. With a commitment to social justice, she investigates how young people can be empowered in the age of AI with critical AI literacy and agency to engage in participatory responsible AI processes. She focuses on diverse youth with identities that are often underrepresented in computing, since they face heightened risks from AI but are overlooked as important contributors to the future of AI fairness. Jaemarie is wrapping up her PhD at Carnegie Mellon University in the Human-Computer Interaction Institute and will be a postdoc at the University of Washington in Computer Science & Engineering.

More info: www.jaemariesolyst.com
www.linkedin.com/in/jaemarie

UNIVERSITY OF CALIFORNIA, LOS ANGELES

Dr. Tiera Tanksley’s scholarship bridges education, Black studies and critical science and technology studies (STS) to examine how digital and artificially intelligent technologies impact the lives and schooling experiences of Black youth. In particular, she examines how racist logics get encoded into socio-technical infrastructures (e.g. code, algorithms, data, etc.) of school-based technologies in ways that hide, speed up and automate educational inequity for Black youth. Her work simultaneously recognizes young people as digital activists and civic agitators, and examines the complex ways they subvert, resist and rewrite racially biased technologies to produce more just and joyous digital experiences for the Black community.

More info: tieratanksley.com

EASTERN FINLAND UNIVERSITY

Matti Tedre is a computer science education researcher with a focus on AI education. He spends his time studying how to develop K-12 AI/ML education that enhances learners' resilience to the weaknesses of AI, including the ways it can be used to discriminate, polarize, create insecurity, and break trust. He serves as the PI of Generation AI, a €5.5 million Finnish national strategic program for K-12 AI education, and co-leads AI-DOC, a €25.5 million strategic doctoral training program on AI. To advance AI education research, he collaborates with a multidisciplinary team of educational researchers, engineers, computer scientists, and child rights scholars.

BARNARD COLLEGE, COLUMBIA UNIVERSITY

Tiffany Tseng is an Assistant Professor of Computer Science at Barnard College, Columbia University and the director of the Design Tools Lab. Her work aims to empower a range of users, from young people to professional designers, to realize their creative potential using new technologies. Her research contributes design software that enables creative expression and knowledge sharing practices. Before joining Barnard, she was a research scientist at Apple and Project Assistant Professor at the University of Tokyo. She has developed design tools across creative domains including animation, machine learning, electronics prototyping, and 3D design, both through her research and professional work as a product designer at companies such as Autodesk and IDEO. She holds a PhD from MIT in Media Arts and Sciences.

More info: Tiffany Tseng

RASPBERRY PI FOUNDATION / UNIVERSITY OF CAMBRIDGE

Jane Waite is the senior research scientist at the Raspberry Pi Computing Education Research Centre, a joint initiative between the Raspberry Pi Foundation and the University of Cambridge. As well as leading the research team at the Foundation, Jane undertakes her own research, with particular interests in Legitimation Code Theory (a sociological knowledge-building theory), design in primary programming and teaching about AI in K–12. The research centre has conducted research across a range of topics, including broadening participation, programming and physical computing, areas that Jane has personally published on. Jane is particularly interested in AI education and how computational thinking 2.0 should be introduced in schools.

More info: https://www.cst.cam.ac.uk/people/jw2251

NORTHWESTERN UNIVERSITY

Marcelo Worsley is the Karr Family Associate Professor in Computer Science and Learning Sciences at Northwestern University. He directs the technological innovations for inclusive learning and teaching (tiilt) lab, which aims to develop pedagogical and technological solutions for supporting learning among diverse populations in hands-on, collaborative environments. His research promotes equity and advances society's understanding of how students learn in complex learning environments by forging new opportunities for using multimodal technology. First, the environments that he studies allow students to experience learning across a range of modalities. Second, he uses multimodal signal processing and artificial intelligence to study how student learning is demonstrated across different modalities and time scales. Third, he designs multimodal interfaces that support inclusivity and deepen student learning. He currently explores multimodality in the context of games, accessibility, sports, language, music, and artificial intelligence.

More info: tiilt.northwestern.edu