Rate My Professor Christine Wang

Wang's research specializes in young children’s learning and collaboration in technology-rich environments, early science and literacy via design experiments, digital literacy, computational thinking, AI literacy, and early childhood education in international contexts. Her influence is evident in editorial roles as Associate Editor of Early Childhood Research Quarterly and guest editor for its special issue on computational thinking in early childhood. She has served on the New York State P12 Digital Learning Advisory Council, executive boards of AERA Division C and Early Education/Child Development SIG, and proposal review panels for the Spencer Foundation. Key publications include Deng et al. (2022), 'Chinese preschool teachers’ use of concept development strategies in whole-group math lessons and its effectiveness,' Early Education and Development; Eggleston et al. (2021), 'Mother-toddler shared reading with electronic versus print books,' Early Education and Development; and Wang et al. (2021), 'Teachers’ role in fostering preschoolers’ computational thinking,' Early Education and Development. Notable book chapters are Wang et al. (2021), 'Computational thinking through body and ego syntonicity,' Proceedings of ICLS 2021 (nominated for Best Paper), and Flood et al. (2022), 'Embodied responsive teaching for supporting computational thinking in early childhood,' Proceedings of ICLS 2022 (Best Paper Award). Awards include the University at Buffalo President's Medal (2025), Best Paper Award at ISLS Annual Meeting (2022), Dean’s Apple Award for Outstanding Service (2022), Faculty STAR Award for Advising (2022), and AERA Division C Jan Hawkins Early Career Award (2007).