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Prof. Bers has published over 200 peer-reviewed academic papers, conference proceedings and book chapters. Many of this publications are written with her students and collaborators. To access them, click here.


Bers, M. U. (2023). El desarrollo de Scratch-Jr: el aprendizaje de programación en primera infancia como nueva alfabetización. Virtualidad, Educación y Ciencia, 14(26), 43-62.


Yang, D., Yang, Z., & Bers, M. U. (2023). The efficacy of a computer science curriculum for early childhood: evidence from a randomized controlled trial in K-2 classrooms. Computer Science Education, 1-21.


Levinson, T. & Bers, M.U. (April 2023). Don’t Assume Deficit: Disability, Coding, and Computational Thinking in Early Elementary School. Paper presented at American Educational Research Association, Annual Meeting, Chicago, IL.


Levinson, T. & Bers, M.U. (April 2023). Coding Languages: Coding and Computational Thinking in a Language-Diverse Preschool. Paper presented at American Educational Research Association Annual Meeting, Chicago, IL.


Ben Ari, A., Levinson, T., Bers, M. U., & Rosenberg-Kima, R. B. (2023). Nurturing Computational Thinking in an Israeli Kindergarten with the CAL-KIBO Robotics Curriculum. American Educational Research Association, Chicago, IL.


Blake-West, J. C., & Bers, M. U. (2023). ScratchJr design in practice: Low floor, high ceiling.  International Journal of Child-Computer Interaction, 37.

Blake-West, J., & Bers, M. U. (2023). ScratchJr Connect: Sharing resources for digital making around the world. Montréal, QC, Canada: International Society of the Learning Sciences.

Bers, M. U., Levinson, T., Yang, Z., Rosenberg-Kima, R. B., Ben-Ari, A., Jacob, S., Dubash, P., Warschauer, M., Gimenez, C., Gonzalez, P., & Gonzalez, H. (2023). Coding as Another Language: An International Comparative Study of Learning Computer Science and Computational Thinking in Kindergarten. In P. Blikstein, J. van Aalst, & K. Brennan (Eds.), 17th International Conference of the Learning Sciences (ICLS) (pp. 1659–1665).


Yang, Z. & Bers, M. (2023). Examining gender difference in the use of scratchjr in a programming curriculum for first graders. Computer Science Education.

Bers, M. U., Blake-West , J., Kapoor, M. G., Levinson, T., Relkin, E., Unahalekhaka, A., & Yang, Z. (2023). Coding as another language: Research-based curriculum for early childhood computer science. Early Childhood Research Quarterly, 64, 394–404.

Relkin, E., Johnson, S. K., & Bers, M. U. (2023). A Normative Analysis of the TechCheck Computational Thinking Assessment. Educational Technology & Society, 26(2), 118-130.

Kapoor, M. G., Yang, Z., & Bers. M. (2023). Supporting Early Elementary Teachers’ Coding Knowledge and Self-Efficacy Through Virtual Professional Development. Journal of Technology and Teacher Education. 30 (4). 1-31. 2023.


Relkin, E., Johnson, S. K., & Bers, M. U. (2023). A Normative Analysis of the TechCheck Computational Thinking Assessment. Educational Technology & Society, 26(2), 118-130.


Levinson, T., & Bers, M. U. (2022). Student Centered Computational Thinking for Children with Disabilities. American Educational Research Association (AERA) Annual Meeting, San Diego, CA.


Bers, M., A. Strawhacker and A. Sullivan (2022), “The state of the field of computational thinking in early childhood education”, OECD Education Working Papers, No. 274, OECD Publishing, Paris,

Strawhacker, A., Relkin, E., Bers, M.U. (2022). Designing an Adaptive Assessment for Preschool Children’s Robotics Knowledge. Educational Designer, 4(15). ISSN 1759-1325. Retrieved from:


Unahalekhaka, A., & Bers, M. U. (2022). Clustering Young Children’s Coding Project Scores with Machine Learning. 2022 IEEE Global Engineering Education Conference (EDUCON), 79–85.


Strawhacker, A., Govind, M., & Bers, M. U., (2022, April 21-26). Understanding the Experiences of Early Childhood Professionals’ Navigation of Remote Teaching and Learning With Technology [Paper Presentation]. American Educational Research Association (AERA) Annual Meeting. San Diego, CA.


Bers, M., Govind, M., & Relkin, E. (2021) Coding as Another Language: Computational Thinking, Robotics, and Literacy in First and Second Grade. in Ottenbreit-Leftwich, A., & Yadav, A. (2021). Computational Thinking in PreK-5: Empirical Evidence for Integration and Future Directions. ACM and the Robin Hood Learning + Technology Fund, New York, NY

Bers, M. (2021). Coding, robotics and socio-emotional learning: developing a palette of virtues PIXEL-BIT. Revista de Medios y Educación, 62, 309-322.

de Ruiter, L. E. & Bers, M. U. (2021). The Coding Stages Assessment: development and validation of an instrument for assessing young children’s proficiency in the ScratchJr programming language. Computer Science Education. DOI: 10.1080/08993408.2021.1956216

Sullivan, A., & Strawhacker, A. (2021). Screen-Free STEAM: Low-Cost and Hands-on Approaches to Teaching Coding and Engineering to Young Children. In S. Garvis & C. Cohrssen (Eds.), Embedding STEAM in Early Childhood Education and Care (pp. 87-113). Palgrave Macmillan, Cham.

Unahalekhaka, A., & Bers, M. U. (2021). Taking coding home: Analysis of ScratchJr usage in home and school settings. Educational Technology Research and Development.

Relkin E. &, Bers, M. (2021). TechCheck-K: A Measure of Computational Thinking for Kindergarten Children. In 2021 IEEE Global Engineering Education Conference (EDUCON). IEEE.  pp. 1696-1702,

Relkin, E. & Bers, M. U. (2021). Factors Influencing Learning of Computational Thinking Skills in Young  Children. Virtual Annual Meeting of the American Educational Research Association (AERA).

For publications dating 2020 and before, please visit the DevTech website.

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