. Edutopia, June 2009.
Rusk, N., Resnick, M., & Cooke, S. (2009). Origins and Guiding Principles of the Computer Clubhouse. In Kafai, Y., Peppler, K., and Chapman, R. (eds.), The Computer Clubhouse: Constructionism and Creativity in Youth Communities. Teachers College Press.
Resnick, M., Flanagan, M., Kelleher, C., MacLaurin, M., Ohshima, Y., Perlin, K., & Torres, R. (2009). Growing Up Programming: Democratizing the Creation of Dynamic Interactive Media. Proceedings of the CHI (Computer-Human Interaction) '09 conference. Boston.
Resnick, M. (2008). Falling in Love with Seymour's Ideas. American Educational Research Associaion (AERA) annual conference, New York.
Monroy-Hernandez, A., & Resnick, M. (2008). Empowering Kids to Create and Share Programmable Media. Interactions, vol. 15, no. 2, pp. 50-53.
Rusk, N., Resnick, M., Berg, R., & Pezalla-Granlund, M. (2008). New Pathways into Robotics: Strategies for Broadening Participation. Journal of Science Education and Technology, vol. 17, no. 1, pp. 59-69.
Maloney, J., Peppler, K., Kafai, Y., Resnick, M., & Rusk, N. (2008). Programming by Choice: Urban Youth Learning Programming with Scratch. SIGCSE conference, Portland, March 2008.
Resnick, M. (2007). Sowing the Seeds for a More Creative Society. Learning and Leading with Technology, December 2007 [Spanish version].
Resnick, M. (2007). All I Really Need to Know (About Creative Thinking) I Learned (By Studying How Children Learn) in Kindergarten. ACM Creativity & Cognition conference, Washington DC, June 2007.
Resnick, M. (2007). Learning from Scratch, Microsoft Faculty Connection, June 2007.
Resnick, M. (2006). Computer as Paintbrush: Technology, Play, and the Creative Society. In Singer, D., Golikoff, R., and Hirsh-Pasek, K. (eds.), Play = Learning: How play motivates and enhances children's cognitive and social-emotional growth. Oxford University Press.
Resnick, M., Myers, B., Nakakoji, K., Shneiderman, B., Pausch, R., Selker, T., & Eisenberg, M. (2005). Design Principles for Tools to Support Creative Thinking. National Science Foundation workshop on Creativity Support Tools. Washington DC.
Resnick, M., and Silverman, B. (2005). Some Reflections on Designing Construction Kits for Kids. Proceedings of Interaction Design and Children conference, Boulder, CO.
Resnick, M. (2004). Computers and Mud. Digital Dialogues: Technology and the Hand. Haystack Monograph Series.
Resnick, M. (2004). Edutainment? No Thanks. I Prefer Playful Learning. Associazione Civita Report on Edutainment.
(Also appeared on Parents' Choice website.)
Resnick, M. (2003). Thinking Like a Tree
(and Other Forms of Ecological Thinking). International Journal of Computers for Mathematical
Learning, vol. 8, no. 1, pp. 43-62. [Also available in Russian.]
Zuckerman, O., and Resnick, M. (2003). System Blocks: A Physical Interface for System
Dynamics Learning. International System Dynamics Conference, New York.
Zuckerman, O., and Resnick, M. (2003). System Blocks: A Physical Interface for System Dynamics
Simulation. Proc. of CHI (Computer-Human Interaction)'03 Conference, pp. 810-811.
Resnick, M. (2003). Playful Learning and Creative Societies.
Education Update, vol. VIII, no. 6, February 2003.
Resnick, M. (2002). Rethinking Learning
in the Digital Age. In The Global Information Technology Report: Readiness for the Networked World,
edited by G. Kirkman. Oxford University Press.
Resnick, M. (2001). Closing the Fluency Gap. Communications
of the ACM, vol. 44, no. 3 (March 2001). [Also available in Spanish.]
Resnick, M., et al. (2000). The PIE Network: Promoting Science Inquiry and
Engineering through Playful Invention and Exploration with New Digital Technologies. Proposal to the
National Science Foundation (project funded 2001-2004).
Resnick, M., Berg, R., and Eisenberg, M. (2000). Beyond Black
Boxes: Bringing Transparency and Aesthetics Back to Scientific
Investigation. Journal of the Learning Sciences, vol. 9,
no. 1, pp. 7-30.
Resnick, M. (2000).
It's Not Just Information. IBM Systems Journal, vol. 39, nos. 3 & 4.
Shaffer, D.W., and Resnick, M. (1999).
"Thick" Authenticity: New Media and Authentic Learning. Journal of Interactive Learning Research,
vol. 10, no. 2, pp. 195-215.
Soloway, E., Grant, W., Tinker, R., Roschelle, J., Mills, M.,
Resnick, M., Berg, R., and Eisenberg, M. (1999). Science
in the Palms of Their Hands. Communications of the ACM,
vol. 42, no. 8, pp. 21-26. August 1999.
Wilensky, U., and Resnick, M. (1999). Thinking in Levels: A
Dynamic Systems Approach to Making Sense of the World. Journal of
Science Education and Technology, vol. 8, no. 1, pp. 3-19.
Resnick, M. (1999). Unblocking the
Traffic Jams in Corporate Thinking. Focus E-zine, Cap Gemini Ernst & Young.
Resnick, M. (1998). Technologies for Lifelong
Kindergarten. Educational Technology Research and Development, vol. 46, no. 4.
Resnick, M., Rusk, N., and Cooke, S. (1998). The Computer Clubhouse: Technological Fluency in the Inner City. In Schon, D., Sanyal, B., and Mitchell, W. (eds.), High Technology and Low-Income Communities, pp. 266-286. Cambridge: MIT Press.
Resnick, M., Martin, F., Berg, R., Borovoy, R., Colella, V., Kramer, K., and Silverman, B. (1998). Digital Manipulatives. Proceedings of the CHI '98 conference, Los Angeles, April 1998.
Borovoy, R., Martin, F., Vemuri, S., Resnick, M., Silverman, B.,
and Hancock, C. (1998). Meme Tags and Community Mirrors:
Moving from Conferences to Collaboration. Computer Supported
Collaborative Work conference, Seattle, pp. 159-168.
Negroponte, N., Resnick, M., and Cassell, J. (1997). Creating
a Learning Revolution.
Resnick, M., and Wilensky, U. (1997). Diving into Complexity:
Developing Probabilistic Decentralized Thinking through Role-Playing
Activities. Journal of the Learning Sciences, vol. 7, no. 2, pp. 153-172.
Resnick, M., Bruckman, A., and Martin, F. (1996). Pianos Not Stereos: Creating Computational Construction Kits. Interactions, vol. 3, no. 6 (September/October 1996).
Resnick, M., Berg, R., Eisenberg, M., Turkle, S., and Martin,
F. (1996). Beyond Black
Boxes: Bringing Transparency and Aesthetics Back to Scientific
Instruments. Proposal to the National Science Foundation (project
funded 1997-1999).
Resnick, M., Martin, F., Sargent, R., and Silverman, B. (1996). Programmable
Bricks: Toys to Think With. IBM Systems Journal, vol. 35,
no. 3-4, pp. 443-452.
Resnick, M., and Rusk, N. (1996). The Computer Clubhouse:
Preparing for Life in a Digital World. IBM Systems Journal,
vol. 35, no. 3-4, pp. 431-440.
Borovoy, R., McDonald, M., Martin, F., and Resnick, M. (1996). Things
that blink: Computationally augmented name tags. IBM Systems
Journal, vol. 35, no. 3-4, pp. 488-495.
Resnick, M. (1996). Distributed
Constructionism. Proceedings of the International Conference of
the Learning Sciences, Northwestern University.
Resnick, M. (1996). Beyond
the Centralized Mindset. Journal of the Learning Sciences,
vol. 5, no. 1, pp. 1-22.
Resnick, M., and Rusk, N. (1996). Computer Clubhouses in the Inner City: Access is not Enough. American Prospect, July/August 1996.
Resnick, M., and Silverman, B. (1996). Exploring
Emergence. An "active essay" on the Web.
Resnick, M. (1995). New Paradigms for
Computing, New Paradigms for Thinking. Computers and
Exploratory Learning, A. diSessa, C. Hoyles, & R. Noss (eds.),
pp. 31-43. Berlin: Springer-Verlag.
Bruckman, A., and Resnick, M. (1995). The
MediaMOO Project: Constructionism and Professional Community.
Convergence, vol. 1, no. 1, pp. 94-109.
Resnick, M. (1994). Learning About Life.
Artificial Life Journal, vol. 1, no. 1-2, pp. 229-241.
Resnick, M. (1994). Changing the
Centralized Mind. Technology Review, pp. 32-40 (July 1994).
Resnick, M. (1993). Behavior
Construction Kits [pdf]. Communications of the ACM, vol. 36, no.
7, pp. 64-71 (July 1993).
Resnick, M. (1991). MultiLogo: A Study of
Children and Concurrent Programming. Interactive Learning
Environments, vol. 1, no. 3, pp. 153-170.
Resnick, M. (1991). Xylophones, Hamsters, and Fireworks:
The Role of Diversity in Constructionist Activities. In
Constructionism, edited by I. Harel & S. Papert. Ablex Publishing.
Hogg, D., Martin, F., and Resnick, M. (1991). Braitenberg
Creatures. Epistemology and Learning Memo 13, MIT Media Lab.
Resnick, M., and Ocko, S. (1991). LEGO/Logo:
Learning Through and About Design. In
Constructionism, edited by I. Harel & S. Papert. Ablex Publishing.
Eisenberg, M., Resnick, M., and Turback, F. (1987). Understanding Procedures as Objects. Empirical Studies of Programmers, G. Olson, S. Sheppard, & E. Soloway (eds.), pp. 14-32, Ablex Publishing.
Books
Resnick, M. (2017). Lifelong Kindergarten: Cultivating Creativity through Projects, Passions, Peers, and Play. MIT Press.
Bers, M., and Resnick, M. (2015). The Official ScratchJr Book. No Starch Press.
Colella, V., Klopfer, E., and Resnick, M. (2001). Adventures in Modeling: Exploring Complex, Dynamic Systems with StarLogo. Teachers College Press.
Kafai, Y., and Resnick, M., eds. (1996). Constructionism
in Practice: Designing, Thinking, and Learning in a Digital
World. Lawrence Erlbaum.
Resnick, M. (1994).
Turtles, Termites, and Traffic Jams: Explorations in Massively
Parallel Microworlds. MIT Press.
Proposals
New Pathways into Data Science: Extending the Scratch Programming Language to Enable Youth to Analyze and Visualize Their Own Learning. Proposal to the National Science Foundation, 2013 (funded 2014-2016). Co-PIs: Benjamin Mako Hill, Natalie Rusk.
Coding for All: Interest-Driven Trajectories to Computational Fluency. Proposal to the National Science Foundation, 2013 (modified version funded 2014-2016). Co-PIs: Urs Gasser, Mimi Ito, Natalie Rusk.
ScratchJr: Computer programming in early childhood education as a pathway to academic readiness and success. Proposal to the National Science Foundation, 2011 (project funded 2011-2014). Co-PI: Marina Bers.
Preparing the Next Generation of Computational Thinkers: Transforming Learning and Education Through Cooperation in Decentralized Networks. Proposal to the National Science Foundation, 2010 (project funded 2010-2014). Co-PIs: Yochai Benkler, Yasmin Kafai, Natalie Rusk.
ScratchEd: Working with teachers to develop design-based approaches to the cultivation of computational thinking. Proposal to the National Science Foundation, 2010 (project funded 2010-2013). Co-PI: Karen Brennan.
Scratch 2.0: Cultivating Creativity and Collaboration in the Cloud. Proposal to the National Science Foundation, 2010 (project funded 2010-2013). Co-PI: John Maloney, Natalie Rusk.
Making Programming Universally Accessible and Useful. Proposal to Google, 2009 (project funded 2009-2010).
Rethinking Robotics: Engaging Girls in Creative Engineering. Proposal to the National Science Foundation, 2005 (not funded). Co-PI: Robbie Berg, Natalie Rusk.
A Networked, Media-Rich Programming Environment to Enhance Technological Fluency at After-School Centers in Economically-Disadvantaged Communities. Proposal to the National Science Foundation, 2003 (project funded 2003-2007). Co-PIs: Yasmin Kafai, John Maeda, John Maloney, Natalie Rusk.
The PIE Network: Promoting Science Inquiry and Engineering through Playful Invention and Exploration with New Digital Technologies. Proposal to the National Science Foundation, 2000 (project funded 2001-2005). Co-PIs: Bakhtiar Mikhak, Mike Petrich, Natalie Rusk, Karen Wilkinson, Diane Willow.
Learning with Digital Manipulatives: New Frameworks to Help Elementary-School Students Explore "Advanced" Mathematical and Scientific Concepts. Proposal to the National Science Foundation, 2000 (not funded). Co-PIs: Robbie Berg, Mike Eisenberg, Bakhtiar Mikhak.
Mitchel Resnick
MIT Media Lab (E14-445A)
75 Amherst Street
Cambridge, MA
617-253-9783
mres at media.mit.edu
Mitchel Resnick's Home Page