Bio

Bio Chris Proctor is a PhD candidate at Stanford’s Graduate School of Education. His research is focused on computational literacy, which frames computational practices in sociocultural terms. Through this lens, Chris’s work promotes equity in computer science education and the development of critical computational literacy as a way of supporting and empowering marginalized students. Chris previously worked as a high school English teacher, a middle-school computer science teacher, and lead developer at an ed-tech nonprofit. 

Chris Proctor is a doctoral candidate studying computational literacies, the networks of learners and media which support computational thinking. Chris brings multiple perspectives to the proposed research-practice partnership: prior to graduate school, he worked as a National Board-certified teacher and a lead software developer at an educational technology nonprofit. 

Chris is a PhD candidate in Learning Sciences and Technology Design at Stanford’s Graduate School of Education. His research is focused on computational literacies, the sense-making processes we need to participate in and critically challenge our world’s operating system.

Chris Proctor is a PhD candidate at Stanford’s Graduate School of Education. His research is focused on computational literacies—how youth use digital media to craft their identities and interact with the social worlds around them. Through this lens, Chris’s work promotes equity in computer science education and the development of critical computational literacies to support and empower marginalized students. Chris previously worked as a high school English teacher, a middle-school computer science teacher, and lead developer at an ed-tech nonprofit. 

Chris Proctor is a PhD candidate at Stanford’s Graduate School of Education. His research is focused on computational literacies—how youth use digital media to craft their identities and interact with the social worlds around them. Through this lens, Chris’s work promotes equity in computer science education and the development of critical computational literacies to support and empower marginalized students. Chris works closely with middle- and high school students to design new computational learning environments and uses machine learning techniques to model the long-term trajectories of learners. Chris previously worked as a high school English teacher, a middle-school computer science teacher, and lead developer at an ed-tech nonprofit.