Ed.D., M.Ed., M.A., Instructional Technology & Media, Teachers College, Columbia University

Doukakis, S., Vrahatis, A. G., Exarchos, T., Hadjinicolaou, M., Vlamos, P., & Mouza, C. (2023). Design, Implementation, and Evaluation of Online Bioinformatics and Neuroinformatics Labs. International journal of online and biomedical engineering, 19(1), 21-37.  link >

Lusa Krug, D., Mouza, C., Jones, W. M., Barnett, T., & Shepherd, D. C. (2023). Attracting Adults to Computer Programming via Hip Hop. In SIGCSE 2023 - Proceedings of the 54th ACM Technical Symposium on Computer Science Education (pp. 528-534). (SIGCSE 2023 - Proceedings of the 54th ACM Technical Symposium on Computer Science Education; Vol. 1). Association for Computing Machinery.  link >

Mouza, C., Hartshorne, R., Baumgartner, E., & Kaplan-Rakowski, R. (Eds.) (2022). A 2025 Vision for Technology and Teacher Education. Journal of Technology and Teacher Education, 30(2).

Mouza, C., Mead, H., Alkhateeb, B., & Pollock, L. (2022). A Virtual Professional Development Program for Computer Science Education During COVID-19. TechTrends, 66(3), 436-449.  link >

Mouza, C. (2022). Editorial: Using Technology to Support Teacher and Student Voice. Contemporary Issues in Technology and Teacher Education, 22(1), 1-4.

Mouza, C., Sheridan, S., Alkhateeb, B., & Yang, H. (2022). Investigating pre-service teachers' computational thinking through lesson design using digital technologies. In A. Ottenbreit-Leftwich, & A. Yadav (Eds.), Computational Thinking in PreK-5: Empirical Evidence for Integration and Future Directions (pp. 1–10). Association for Computing Machinery.  link >

Mouza, C., Codding, D., & Pollock, L. (2022). Investigating the impact of research-based professional development on teacher learning and classroom practice: Findings from computer science education. Computers and Education, 186, Article 104530.  link >

Mouza, C., Hartshorne, R., Baumgartner, E., & Kaplan-Rakowski, R. (2022). Special Issue Editorial: A 2025 Vision for Technology and Teacher Education. Journal of Technology and Teacher Education, 30(2), 107-115.

Sprague, D., Williamson, J., Foulger, T., Clausen, J., Mouza, C., & Milman, N. (2022). Meet the Mavericks: Technology Infusion in Preservice Teacher Education. In E. Langran (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference 2022 (pp. 1124-1127). Association for the Advancement of Computing in Education (AACE).

Vu, L., Alkhateeb, B., Garvin, M., & Mouza, C. (2022). Using Word Clouds to Uncover Preservice Teachers’ Understanding of Computational Thinking in the Context of Teacher Education Coursework. In E. Langran (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference 2022 (pp. 2138-2146). Association for the Advancement of Computing in Education (AACE).

Zhang, Y., Krug, D. L., Mouza, C., Shepherd, D. C., & Pollock, L. (2022). A Case Study of Middle Schoolers' Use of Computational Thinking Concepts and Practices during Coded Music Composition. In ITiCSE 2022 - Proceedings of the 27th ACM Conference on Innovation and Technology in Computer Science Education (pp. 33-39). (Annual Conference on Innovation and Technology in Computer Science Education, ITiCSE; Vol. 1). Association for Computing Machinery.  link >

Chiou, Y. M., Shen, C. C., Mouza, C., & Rutherford, T. (2021). Augmented Reality-Based Cybersecurity Education on Phishing. In Proceedings - 2021 4th IEEE International Conference on Artificial Intelligence and Virtual Reality, AIVR 2021 (pp. 228-231). (Proceedings - 2021 4th IEEE International Conference on Artificial Intelligence and Virtual Reality, AIVR 2021). Institute of Electrical and Electronics Engineers Inc..  link >

Chiou, Y. M., Barnes, T., Jelenewicz, S. M., Mouza, C., & Shen, C. C. (2021). Teacher Views on Storytelling-based Cybersecurity Education with Social Robots. In Proceedings of Interaction Design and Children, IDC 2021 (pp. 508-512). (Proceedings of Interaction Design and Children, IDC 2021). Association for Computing Machinery.  link >

Codding, D., Yang, H., Mouza, C., & Pollock, L. (2021). Computing for communities: Designing culturally responsive informal learning environments for broadening participation in computing. Journal of Applied Instructional Design, 10(4).

Codding, D., Alkhateeb, B., Mouza, C., & Pollock, L. (2021). From Professional Development to Pedagogy: Examining How Computer Science Teachers Conceptualize and Apply Culturally Responsive Pedagogy. Journal of Technology and Teacher Education, 29(4), 497-532.

Ebersole, E., Mourlam, D., Jin, Y., Foulger, T., Mehdi, T., Iglesias, J. M. O., Blankenship, R., Bower, M., Miles, C., Polly, D., & Mouza, C. (2021). TPACK Wikipedia Page Re-Authorship by a Community of Scholars Symposium. In E. Langran, & L. Archambault (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2021 (pp. 1575-1577). Association for the Advancement of Computing in Education (AACE).

Ferdig, R., Baumgartner, E., Mouza, C., Kaplan-Rakowski, R., & Hartshorne, R. (2021). Editorial: Rapid Publishing in a Time of COVID-19: How a Pandemic Might Change Our Academic Writing Practices. Contemporary Issues in Technology and Teacher Education, 21(1), 1-18.

Mouza, C., Garvin, M., O'Grady-Cunniff, D., & Pollock, L. (2021). Developing Computationally Literate Teacher Educators. In E. Langran, & L. Archambault (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2021 (pp. 1282-1287). Association for the Advancement of Computing in Education (AACE).

Mouza, C. (2021). Editorial: A Report on the 2021 National Technology Leadership Summit. Contemporary Issues in Technology and Teacher Education, 21(4), 583-588.

Mouza, C. (2021). Editorial: Looking Back and Moving Forward: Technology and Teacher Education After COVID-19. Contemporary Issues in Technology and Teacher Education, 21(2), 227-230.

Mouza, C. (2021). Editorial: Reenvisioning Educator Preparation Through Emerging Technologies. Contemporary Issues in Technology and Teacher Education, 21(3), 580-582.

Mouza, C., Yadav, A., & Ottenbreit-Leftwich, A. (2021). Introduction: Preparing Pre-Service Teachers to Teach Computer Science. In C. Mouza, A. Yadav, & A. Ottenbreit-Leftwich (Eds.), Preparing Pre-Service Teachers to Teach Computer Science: Models, Practices, and Policies (Research, Innovation & Methods in Educational Technology). Information Age Publishing Inc..

Mouza, C., Yadav, A., & Ottenbreit-Leftwich, A. (Eds.) (2021). Preparing Pre-Service Teachers to Teach Computer Science: Models, Practices, and Policies. (Research, Innovation & Methods in Educational Technology). Information Age Publishing Inc.

Mouza, C., Sheridan, S., Lavigne, N. C., & Pollock, L. (Accepted/In press). Preparing undergraduate students to support K-12 computer science teaching through school-university partnerships: reflections from the field. Computer Science Education, 33(1), 3-28.  link >

Ottenbreit-Leftwich, A., Yadav, A., & Mouza, C. (2021). Preparing the Next Generation of Teachers: Revamping Teacher Education for the 21st Century. In A. Yadav, & U. D. Berthelsen (Eds.), Computational Thinking in Education: A Pedagogical Perspective (pp. 151-171). Routledge.  link >

Shen, C. C., Chiou, Y. M., Mouza, C., & Rutherford, T. (2021). Work-in-progress-design and evaluation of mixed reality programs for cybersecurity education. In D. Economou, A. Pena-Rios, A. Dengel, H. Dodds, M. Mentzelopoulos, A. Klippel, K. Erenli, M. J. W. Lee, & J. Richter (Eds.), Proceedings of 2021 7th International Conference of the Immersive Learning Research Network, iLRN 2021 Article 9459309 (Proceedings of 2021 7th International Conference of the Immersive Learning Research Network, iLRN 2021). Institute of Electrical and Electronics Engineers Inc..  link >

Yang, H., Codding, D., Mouza, C., & Pollock, L. (2021). Broadening Participation in Computing: Promoting Affective and Cognitive Learning in Informal Spaces. TechTrends, 65(2), 196-212.  link >

Yang, H., & Mouza, C. (2021). Redesigning Educational Technology Coursework to Foster Pre-Service Teacher Learning of Computational Thinking in Content Area Instruction. In C. Mouza, A. Yadav, & A. Ottenbreit-Leftwich (Eds.), Preparing Pre-Service Teachers to Teach Computer Science: Models, Practices, and Policies Information Age Publishing Inc..

Zhang, Y., Mohammad Mirzaei, A., Pollock, L., Mouza, C., & Guidry, K. (2021). Exploring Computational Thinking across Disciplines through Student-Generated Artifact Analysis. In SIGCSE 2021 - Proceedings of the 52nd ACM Technical Symposium on Computer Science Education (pp. 1315). (SIGCSE 2021 - Proceedings of the 52nd ACM Technical Symposium on Computer Science Education). Association for Computing Machinery.  link >

Chiou, Y. M., Barnes, T., Mouza, C., & Shen, C. C. (2020). Social robot teaches cybersecurity. In Extended Abstracts - Proceedings of the 2020 ACM Interaction Design and Children Conference, IDC 2020 (pp. 199-204). (Extended Abstracts - Proceedings of the 2020 ACM Interaction Design and Children Conference, IDC 2020). Association for Computing Machinery.  link >

Codding, D., Alkhateeb, B., Mouza, C., & Pollock, L. (2020). Building Equitable Computing Classrooms through Culturally Responsive Professional Development. In D. Schmidt-Crawford (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference 2020 (pp. 348-357). Association for the Advancement of Computing in Education (AACE).

Ferdig, R. E., Baumgartner, E., Hartshorne, R., Kaplan-Rakowski, R., & Mouza, C. (Eds.) (2020). Teaching, Technology, and Teacher Education during the COVID-19 Pandemic: Stories from the Field. Association for the Advancement of Computing in Education (AACE).

Hartshorne, R. (Ed.), Baumgartner, E. (Ed.), Kaplan-Rakowski, R. (Ed.), Mouza, C. (Ed.), & Ferdig, R. E. (2020). Preservice and Inservice Professional Development During the COVID-19 Pandemic. Journal of Technology and Teacher Education, 28(2).

Hartshorne, R., Baumgartner, E., Kaplan-Rakowski, R., Mouza, C., & Ferdig, R. E. (2020). Special Issue Editorial: Preservice and Inservice Professional Development During the COVID-19 Pandemic. Journal of Technology and Teacher Education, 28(2), 137-147.

Mouza, C., Pan, Y. C., Yang, H., & Pollock, L. (2020). A Multiyear Investigation of Student Computational Thinking Concepts, Practices, and Perspectives in an After-School Computing Program. Journal of Educational Computing Research, 58(5), 1029-1056.  link >

Mouza, C. (2020). Editorial: A Report on the 2020 National Technology Leadership Summit. Contemporary Issues in Technology and Teacher Education, 20(4), 586-591.

Mouza, C. (2020). Editorial: Developing Critical Media Literacy Skills in the Digital Age. Contemporary Issues in Technology and Teacher Education, 20(1), 1-3.

Mouza, C. (2020). Editorial: Thinking Critically About and With Technology. Contemporary Issues in Technology and Teacher Education, 20(3), 392-395.

Sheridan, S., Alkhateeb, B., & Mouza, C. (2020). Examining Pre-service Teachers’ Ability to Incorporate Computational Thinking into Lesson Plans: A Comparison of Two Digital Technologies. In D. Schmidt-Crawford (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference 2020 (pp. 95-103). Association for the Advancement of Computing in Education (AACE).

Sheridan, S., Alkhateeb, B., & Mouza, C. (2020). Online Simulations: How Can We Better Prepare Preservice Teachers for the Classroom at a Distance? In E. Langran (Ed.), Proceedings of SITE Interactive Conference 2020 (pp. 157-158). Association for the Advancement of Computing in Education (AACE).

Yang, H., Codding, D., Mouza, C., & Pollock, L. (2020). Broadening computing: Infusing culturally responsive pedagogy into the design of informal learning environments. In M. Gresalfi, & I. S. Horn (Eds.), 14th International Conference of the Learning Sciences: The Interdisciplinarity of the Learning Sciences, ICLS 2020 - Conference Proceedings (pp. 765-766). (Computer-Supported Collaborative Learning Conference, CSCL; Vol. 2). International Society of the Learning Sciences (ISLS).

Bull, G., Hodge, C., Mouza, C., Kinshuk, Grant, M., Archambault, L., Borup, J., Ferdig, R. E., & Schmidt-Crawford, D. A. (2019). Editorial: Conceptual Dilution. Contemporary Issues in Technology and Teacher Education, 19(2), 117-128.

Codding, D., Mouza, C., Pollock, L., & Sheridan, S. C. (2019). Culturally Responsive and Equity-Focused Computer Science Professional Development. In K. Graziano (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference 2019 (pp. 648-656). Association for the Advancement of Computing in Education (AACE).

Codding, D., Mouza, C., Rolón-Dow, R., & Pollock, L. (2019). Positionality and belonging: Analyzing an informally situated and culturally responsive computer science program. In Proceedings of FabLearn 2019 - 8th Annual Conference on Maker Education: What Role does Maker Education Play in a World with Growing Social and (pp. 132-135). (ACM International Conference Proceeding Series). Association for Computing Machinery.  link >

Mouza, C. (2019). Beliefs, Models, and Practices on Fostering Teacher Learning in Technology Integration. Contemporary Issues in Technology and Teacher Education, 19(3), 302-304.

Mouza, C. (2019). Editorial: A Report on the 2019 National Technology Leadership Summit. Contemporary Issues in Technology and Teacher Education, 19(4).

Pollock, L., Mouza, C., Guidry, K. R., & Pusecker, K. (2019). Infusing computational thinking across disciplines: Reflections & lessons learned. In SIGCSE 2019 - Proceedings of the 50th ACM Technical Symposium on Computer Science Education (pp. 435-441). Association for Computing Machinery.  link >

Sheridan, S. C., Mouza, C., & Pollock, L. (2019). Professional Development for Computer Science Education: Design and Outcomes from a Case Study Teacher. In K. Graziano (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference 2019 (pp. 1115-1123). Association for the Advancement of Computing in Education (AACE).

Yang, H., Mouza, C., & Pollock, L. (2019). Establishing equitable computing programs in informal spaces: Program design, implementation and outcomes. In S. KONG, K. SIN, D. ANDONE, G. BISWAS, H. U. HOPPE, T. HSU, R-H. HUANG, B. KUO, K. R. LI, C. LOOI, M. MILRAD, J. SHELDON, J. SHIH, K. SONG, & J. VAHRENHOLD (Eds.), Proceedings of International Conference on Computational Thinking Education, CTE 2019 (pp. 197-200). (Proceedings of International Conference on Computational Thinking Education). The Education University of Hong Kong.

Drewes, A., Henderson, J., & Mouza, C. (2018). Professional development design considerations in climate change education: teacher enactment and student learning. International Journal of Science Education, 40(1), 67-89.  link >

Mouza, C. (2018). Editorial: A Report on the 2018 National Technology Leadership Summit. Contemporary Issues in Technology and Teacher Education, 18(4), 601-605.

Mouza, C., Yadav, A., & Ottenbreit-Leftwich, A. (2018). Editorial - Developing Computationally Literate Teachers: Current Perspectives and Future Directions for Teacher Preparation in Computing Education. Journal of Technology and Teacher Education, 26(3), 333-352.

Mouza, C. (2018). Editorial: Technology to Support Connected and Powerful Teaching and Learning. Contemporary Issues in Technology and Teacher Education, 18(2), 197-199.

Mouza, C. (2018). Editorial: The Role of Teachers in Teaching and Learning With Technology. Contemporary Issues in Technology and Teacher Education, 18(3), 491-493.

Mouza, C., Codding, D., & Pollock, L. (2018). Learning to Teach Computer Science: Professional Development Design and Teacher Outcomes. In E. Langran, & J. Borup (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2018 (pp. 1628-1634). Association for the Advancement of Computing in Education (AACE).

Mouza, C., Basu, S., Yang, H., & Pan, Y-C. (2018). New Content for New Times: Pre-Service Teachers’ Exploration of Computer Programming in Educational Technology Coursework. In E. Langran, & J. Borup (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2018 (pp. 1635-1642). Association for the Advancement of Computing in Education (AACE).

Reichert, M., & Mouza, C. (2018). Teacher practices during Year 4 of a one-to-one mobile learning initiative. Journal of Computer Assisted Learning, 34(6), 762-774.  link >

Yang, H., Mouza, C., & Pan, Y. C. (2018). Examining pre-service teacher knowledge trajectories of computational thinking through a redesigned educational technology course. Proceedings of International Conference of the Learning Sciences, ICLS, 1(2018-June), 368-375.

Athreya, B. H., & Mouza, C. (2017). Thinking Skills for the Digital Generation: The Development of Thinking and Learning in the Age of Information. Springer.  link >

Breslyn, W., Drewes, A., McGinnis, J. R., Hestness, E., & Mouza, C. (2017). Development of an Empirically-based Conditional Learning Progression for Climate Change. Science Education International, 28(3), 214-223.  link >

Hestness, E., McGinnis, J. R., Breslyn, W., McDonald, R. C., & Mouza, C. (2017). Examining science educators’ perspectives on learning progressions in a climate change education professional development program. Journal of Science Teacher Education, 28(3), 250-274.  link >

Karchmer-Klein, R., Mouza, C., Harlow Shinas, V., & Park, S. (2017). Patterns in Teachers' Instructional Design When Integrating Apps in Middle School Content-Area Teaching. Journal of Digital Learning in Teacher Education, 33(3), 91-102.  link >

Kessler, A., Phillips, M., Koehler, M., Mishra, P., Rosenberg, J., Schmidt-Crawford, D., Wang, W., Harris, J., Mouza, C., Mourlam, D., Foster, A., & Shah, M. (2017). The Technological Pedagogical Content Knowledge (TPACK) Framework: Lineages of the First Ten Years of Research: Part 1. In P. Resta, & S. Smith (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2017 (pp. 2376-2380). Association for the Advancement of Computing in Education (AACE).

Mouza, C., Nandakumar, R., Yilmaz Ozden, S., & Karchmer-Klein, R. (2017). A Longitudinal Examination of Preservice Teachers’ Technological Pedagogical Content Knowledge in the Context of Undergraduate Teacher Education. Action in Teacher Education, 39(2), 153-171.  link >

Mouza, C. (2017). Editorial: A Report on the 2017 National Technology Leadership Summit. Contemporary Issues in Technology and Teacher Education, 17(4), 432-436.

Mouza, C. (2017). Editorial: Beyond Standalone Educational Technology Coursework: K-16 Teacher Preparation Strategies. Contemporary Issues in Technology and Teacher Education, 17(3), 291-294.

Mouza, C. (2017). Editorial: Strengthening the Impact, Novelty and Diversity of Research on Technology and Teacher Education. Contemporary Issues in Technology and Teacher Education, 17(2), 154-159.

Mouza, C., Yang, H., Pan, Y. C., Yilmaz Ozden, S., & Pollock, L. (2017). Resetting educational technology coursework for pre-service teachers: A computational thinking approach to the development of technological pedagogical content knowledge (TPACK). Australasian Journal of Educational Technology, 33(3), 61-76.  link >

Pollock, L., Mouza, C., Czik, A., Little, A., Coffey, D., & Buttram, J. (2017). From professional development to the classroom: Findings from CS K-12 teachers. In SIGCSE 2017 - Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education (pp. 477-482). (Proceedings of the Conference on Integrating Technology into Computer Science Education, ITiCSE). Association for Computing Machinery.  link >

Mouza, C. (2016). Developing and Assessing TPACK Among Pre-Service Teachers: A Synthesis of Research. In M. C. Herring, M. J. Koehler, & P. Mishra (Eds.), Handbook of Technological Pedagogical Content Knowledge (TPACK) for Educators (2 ed., pp. 169-190). Routledge.  link >

Mouza, C., Marzocchi, A., Pan, Y. C., & Pollock, L. (2016). Development, implementation, and outcomes of an equitable computer science after-school program: Findings from middle-school students. Journal of Research on Technology in Education, 48(2), 84-104.  link >

Mouza, C., Pollock, L., Pusecker, K., Guidry, K., Yeh, C. Y., Atlas, J., & Harvey, T. (2016). Implementation and outcomes of a three-pronged approach to professional development for CS principles. In SIGCSE 2016 - Proceedings of the 47th ACM Technical Symposium on Computing Science Education (pp. 66-71). (SIGCSE 2016 - Proceedings of the 47th ACM Technical Symposium on Computing Science Education). Association for Computing Machinery.  link >

Ozden, S. Y., Mouza, C., & Shinas, V. H. (2016). Teaching Knowledge with Curriculum-Based Technology: Development of a Survey Instrument for Pre-Service Teachers. Journal of Technology and Teacher Education, 24(4), 471-499.

Shea, N. A., Mouza, C., & Drewes, A. (2016). Climate Change Professional Development: Design, Implementation, and Initial Outcomes on Teacher Learning, Practice, and Student Beliefs. Journal of Science Teacher Education, 27(3), 235-258.  link >

Mouza, C., & Barrett-Greenly, T. (2015). Bridging the app gap: An examination of a professional development initiative on mobile learning in urban schools. Computers and Education, 88, 1-14.  link >

Mouza, C., & Karchmer-Klein, R. (2015). Designing Effective Technology Preparation Opportunities for Preservice Teachers. In C. Angeli, & N. Valanides (Eds.), Technological Pedagogical Content Knowledge: Exploring, Developing, and Assessing TPCK (pp. 115-136). Springer.  link >

Pollock, L., Mouza, C., Atlas, J., & Harvey, T. (2015). Field experiences in teaching computer science: Course organization and reflections. In A. Decker, K. Eiselt, J. Tims, & C. Alphonce (Eds.), SIGCSE 2015 - Proceedings of the 46th ACM Technical Symposium on Computer Science Education (pp. 374-379). (SIGCSE 2015 - Proceedings of the 46th ACM Technical Symposium on Computer Science Education). Association for Computing Machinery.  link >

Reichert, M., & Mouza, C. (2015). Use of Tablet Computers and Mobile Apps to Support 21st Century Learning Skills. In Curriculum Design and Classroom Management: Concepts, Methodologies, Tools, and Applications (Vol. 1, pp. 392-406). IGI Global.  link >

Shinas, V. H., Karchmer-Klein, R., Mouza, C., Yilmaz-Ozden, S., & J. Glutting, J. (2015). Analyzing Preservice Teachers' Technological Pedagogical Content Knowledge Development in the Context of a Multidimensional Teacher Preparation Program. Journal of Digital Learning in Teacher Education, 31(2), 47-55.  link >

Habowski, T., & Mouza, C. (2014). Pre-service Teachers’ Development of Technological Pedagogical Content Knowledge (TPACK) in the Context of a Secondary Science Teacher Education Program. Journal of Technology and Teacher Education, 22(4), 471-495.

Hestness, E., McDonald, R. C., Breslyn, W., Randy McGinnis, J., & Mouza, C. (2014). Science teacher professional development in climate change education informed by the next generation science standards. Journal of Geoscience Education, 62(4), 319-329.  link >

Mouza, C., Karchmer-Klein, R., Nandakumar, R., Yilmaz Ozden, S., & Hu, L. (2014). Investigating the impact of an integrated approach to the development of preservice teachers' technological pedagogical content knowledge (TPACK). Computers and Education, 71, 206-221.  link >

Reichert, M., & Mouza, C. (2014). Use of Tablet Computers and Mobile Apps to Support 21st Century Learning Skills. In H. An, S. Alon, & D. Fuentes (Eds.), Tablets in K-12 Education: Integrated Experiences and Implications (pp. 113-127). IGI Global.  link >

Funkhouser, B. J., & Mouza, C. (2013). Drawing on technology: An investigation of preservice teacher beliefs in the context of an introductory educational technology course. Computers and Education, 62, 271-285.  link >

Lavigne, N. C., & Mouza, C. (2013). Epilogue: Designing and Integrating Emerging Technologies for Learning, Collaboration, Reflection, and Creativity. In C. Mouza, & N. Lavigne (Eds.), Emerging Technologies for the Classroom: A Learning Sciences Perspective (pp. 269-288). (Explorations in the Learning Sciences, Instructional Systems and Performance Technologies). Springer.  link >

Mouza, C., & Lavigne, N. (Eds.) (2013). Emerging Technologies for the Classroom: A Learning Sciences Perspective. (Explorations in the Learning Sciences, Instructional Systems and Performance Technologies). Springer.  link >

Mouza, C., & Lavigne, N. C. (2013). Introduction to Emerging Technologies for the Classroom: A Learning Sciences Perspective. In C. Mouza, & N. Lavigne (Eds.), Emerging Technologies for the Classroom: A Learning Sciences Perspective (pp. 1-12). (Explorations in the Learning Sciences, Instructional Systems and Performance Technologies). Springer.  link >

Mouza, C., & Karchmer-Klein, R. (2013). Promoting and Assessing pre-service teachers' technological pedagogical content knowledge (TPACK) in the context of case development. Journal of Educational Computing Research, 48(2), 127-152.  link >

Mouza, C., & Cavalier, A. (2013). The Role of One-to-One Computing in the Education of at-Risk High-School Students. In C. Mouza, & N. Lavigne (Eds.), Emerging Technologies for the Classroom: A Learning Sciences Perspective (pp. 145-159). (Explorations in the Learning Sciences, Instructional Systems and Performance Technologies). Springer.  link >

Shinas, V. H., Yilmaz-Ozden, S., Mouza, C., Karchmer-Klein, R., & Glutting, J. J. (2013). Examining domains of technological pedagogical content knowledge using factor analysis. Journal of Research on Technology in Education, 45(4), 339-360.  link >

Mouza, C. (2011). Promoting urban teachers' understanding of technology, content, and pedagogy in the context of case development. Journal of Research on Technology in Education, 44(1), 1-29.  link >

Mouza, C. (2010). Effects of case-based professional development on teacher technological pedagogical content knowledge. 368-369. Paper presented at 9th International Conference of the Learning Sciences, ICLS 2010, Chicago, IL, United States.

Mouza, C. (2009). Does research-based professional development make a difference? A longitudinal investigation of teacher learning in technology integration. Teachers College Record, 111(5), 1195-1241.

Mouza, C., & Wong, W. (2009). Studying Classroom Practice: Case Development for Professional Learning in Technology Integration. Journal of Technology and Teacher Education, 17(2), 175-202.

Groff, J., & Mouza, C. (2008). A Framework for Addressing Challenges to Classroom Technology Use. AACE Review (formerly AACE Journal), 16(1), 21-46.

Mouza, C., Cavalier, A., & Nadolny, L. (2008). Implementation and outcomes of a laptop initiative in career and technical high school education. Journal of Educational Computing Research, 38(4), 411-452.  link >

Mouza, C. (2008). Learning with laptops: Implementation and outcomes in an urban, under-privileged school. Journal of Research on Technology in Education, 40(4), 447-472.  link >

Mouza, C. (2007). A Socio-cultural Approach to the Design of a Virtual Practicum: An Alternative Model of Field Experience in Pre-Service Teacher Education. In M. Zellermayer, E. Munthe, M. Gorodetsky, F. OC. Rust, & L. Orland-Barak (Eds.), Teachers Learning in Communities: International Perspectives (pp. 165-187). (Professional Learning; Vol. 4). Brill | Sense.  link >

Scott, P., & Mouza, C. (2007). The impact of professional development on teacher learning, practice and leadership skills: A study on the integration of technology in the teaching of writing. Journal of Educational Computing Research, 37(3), 229-266.  link >

Mouza, C. (2006). Learning with laptops: The impact of one-to-one computing on student attitudes and classroom perceptions. In ICLS 2006 - International Conference of the Learning Sciences, Proceedings (pp. 488-494). (ICLS 2006 - International Conference of the Learning Sciences, Proceedings; Vol. 1).