Selected Publications

New book – PUBLISHED April 2022 – MIT PRESS

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Power On! is an original graphic novel inspired by young people whose views deserve to be heard – yet who too often find that the technology they use each and every day promotes practices that keep them marginalized without a seat at the table.

Informed by decades of educational research and young reader feedback about learning computing, Power On! brings to life the ethical complexities of technology and why young readers need the knowledge to be critical creators of technology, not merely users who are shaped and controlled by it.


Praise for the book:

What a cool concept: This new graphic novel follows four friends who use computer science to make the tech world—and the world more broadly—a fairer, more equitable place. Make sure to share it with a young person in your life.

Melinda French Gates,

“A meaningful, student-centered look at the impact of student voice. I encourage computer science teachers of all grade levels to read this and share with their students.”
Jake Baskin, Executive Director, Computer Science Teachers Association

“A must-read for every educator working to make the pressing issues of technology and harm legible to kids.”
Safiya Noble, Associate Professor, UCLA, Author of Algorithms of Oppression

Power On! is a beautifully written and illustrated tool for engaging learners in critical issues related to equity, justice, and computer science education, and empowering young people to be the leaders of our future.
Allison Scott, CEO, Kapor Center

Learn more and download free educator resources at

Peer-Reviewed Articles & Conference Papers

Ryoo, J.J., and Tsui, K. (2023). Defining a “Computer Science Person” and the Pedagogical Practices Supporting Positive Identification for Minoritized Youth. SIGCSE Conference. Toronto, Canada. DOI: 10.1145/3545945.3569794

Wei, W., & Ryoo, J.J. (2023). Centering Minoritized Students’ Perspectives: What Makes CS Learning Consequential. SIGCSE Conference. Toronto, Canada. DOI: 10.1145/3545945.3569878

Ryoo, J.J., Morris, A., & Margolis, J. (2021). “What happens to the Raspado man in a cash-free society?”: Teaching and Learning Socially Responsible Computing. ACM Transactions on Computing Education, 21(4). Special Issue on Justice-Centered Computing Education, DOI: 10.1145/3453653.

Lachney, M., Ryoo, J.J., Santo, R. (2021). Introduction to the special section on justice-centered computing education, part 1. ACM Transactions on Computing Education, 21(4). Special Issue on Justice-Centered Computing Education, DOI: 10.1145/3477981.

Flapan, J., Ryoo, J.J., Hadad, R., & Knudson, J. (2021). Preparing school leaders to advance equity in computer science education. Journal of Computer Science Integration, 4(1). DOI: 10.26716/jcsi.2021.10.8.33.

Ryoo, J.J., Tanksley, T., Estrada, C. & Margolis, J. (2020). Take space, make space: How students use computer science to disrupt and resist marginalization in schools. Computer Science Education, DOI: 10.1080/08993408.2020.1805284.

Goode, J., Ivey, A., RunningHawk Johnson, S., Ryoo, J.J., and Ong, C. (2020). Rac(e)ing to computer science for all: How teachers talk and learn about equity in professional development. Computer Science Education. DOI: 10.1080/08993408.2020.1804772

Ryoo, J.J. & Tsui, K. (2020, March). What makes a “computer science person”? Minoritized students’ sense of identity in APCSP classrooms. RESPECT Conference, Portland, OR.

Flapan, J., Ryoo, J.J., & Hadad, R. (2020, March). Building systemic capacity to scale and sustain equity in computer science: A comprehensive model of professional learning for teachers, counselors, and administrators. RESPECT Conference, Portland, OR. [Winner of “Best of RESPECT” award]

Ryoo, J.J. (2019). Pedagogy that Supports Computer Science for All. ACM Transactions on Computing Education, 19(4).

Ryoo, JJ. & Kekelis, L. (2018). Reframing “Failure” in Making: The value of play, social relationships, and Ownership. Journal of Youth Development, 13(4), 49-67.

Ryoo, J.J. & Calabrese Barton, A. (2018). Equity in STEM-rich Making: Pedagogies and Designs: A special symposium of Equity and Excellence in Education. Equity & Excellence in Education, 51(1), 3-6.

Bevan, B., Ryoo, J.J., Petrich, M., Wilkinson, K., Vanderwerff, A. (2018, July). Making Deeper Learners: A Tinkering Learning Dimensions Framework. Connected Science Learning.

Kekelis, L., Ryoo, J.J., & McLeod, E. (2017). Making and mentors: What it takes to make both better together. After School Matters, 26, 8-17.

Margolis, J., Goode, J., & Ryoo, J.J. (2017). Seeing Myself Through Someone Else’s Eyes: The Value of In-Classroom Coaching for Computer Science Teaching and Learning. ACM Transactions on Computing Education, 17(2).

Bevan, B., Ryoo, J.J., Shea, M. (2017). What if? Building creative cultures for STEM Making and learning. After School Matters, 25, 1-8.

Ryoo, J.J. & Kekelis, L. (2016). STEM-rich and equitable making: Lessons from a museum-based research-practice partnership. ASTC Dimensions, 45-51.

Ryoo, J.J., Goode, J., & Margolis, J. (2016). It takes a village: Supporting inquiry- and equity-oriented computer science pedagogy through a professional learning community. Computer Science Education, 25(4), 351-370.

Margolis, J., Goode, J., Ryoo, J.J. (2014). Democratizing Computer Science. Educational Leadership, 72(4), 48-53.

Margolis, J., Goode, J., Chapman, G., & Ryoo, J.J. (2014). Broadening participation: That classroom ‘magic.’ Communications of the ACM, 57(7), 1-3.

Book Chapters & Online Publications

Ryoo, J.J. (2019). “Laughter is the best medicine”: Pedagogies of humor and joy that support critical thinking and communicative competence. In E. Manolo (Ed.), Deeper learning, dialogic learning, and critical thinking: Research-based strategies the classroom (pp. 177-192). New York: Routledge.

Ryoo, J.J. (2019). Sandboxes, studios, and ladders: Comparative program structures in out-of-school digital learning organizations. Reclaiming Digital Futures. Susan Crown Exchange and the University of California, Irvine. Retrieved from:

Ryoo, J.J. (2019). The space for creativity. Reclaiming Digital Futures. Susan Crown Exchange and the University of California, Irvine. Retrieved from:

Ryoo, J.J. (2019). Not just a flyer: Rethinking youth recruitment into out-of-school making, media, and computing programs. Reclaiming Digital Futures. Susan Crown Exchange and the University of California, Irvine. Retrieved from:

Ryoo, J.J. (2019). Peer-to-peer professional learning around informal digital learning. Reclaiming Digital Futures. Susan Crown Exchange and the University of California, Irvine. Retrieved from:

Bevan, B. & Ryoo, J.J. (2016). How can Making promote equity and excitement in STEM? STEM Teaching Tool, Practice Brief 40.

Ryoo, J. J., Kali, L., & Bevan, B. (2016). Equity-Oriented Pedagogical Strategies and Student Learning in After School Making. In Proceedings of the 6th Annual Conference on Creativity and Fabrication in Education (pp. 49-57). New York, NY: ACM.

Kekelis, L. & Ryoo, J.J. (June 16, 2016). It’s National Making Week: How to support youth in every community. Corwin Connect.

Kali, L. & Ryoo, J.J. (June 14, 2016). Fieldnotes as a Reflection Tool. The Tinkering Studio Sketchpad. 

Kali, L. & Ryoo, J.J. (April 13, 2016). Research + Practice. The Tinkering Studio Sketchpad.

Kekelis, L. & Ryoo, J.J. (April 22, 2015). The other F word: Making sense of failure and nurturing resilience. Corwin Connect.

Research-Practice Partnership Resources

Sexton, S., Ryoo, J.J., Garbrecht, L., & Fall, R. (2020). Dimensions of equity in RPPs – A framework to guide discussions. NNERPP Extra, 2(3), pp. 12-18.

Ryoo, J.J. & Shea, M.V. (2015). Value Mapping: An activity for surfacing power dynamics and diverse perspectives in research-practice collaborations. San Francisco: Research+Practice Collaboratory.

Ryoo, J.J., Choi, M., & McLeod, E. (2015). Building equity in research-practice partnerships. San Francisco: Research+Practice Collaboratory.

Bevan, B., Ryoo, J.J., Forrest, J., & Penuel, W.R. (2015). Enriching and expanding the possibilities: Research-practice partnerships in informal science education. San Francisco: Research+Practice Collaboratory.