96 Morton Street, 7th Floor
New York, NY 10014
Wendy Martin leads research that advances the field's knowledge of how key aspects of education programs influence impact and participant experience. She also conducts formative research and collaborative co-design projects that advance knowledge of how to design effective educational technologies and integrate them into educational environments to support student learning.
Martin is the Principal Investigator of IDEAS: Inventing, Designing, and Engineering on the Autism Spectrum. In this initiative, she is collaborating closely with New York Hall of Science, New York University, and teachers in New York City middle schools to adapt an engineering design program for students in autism inclusion settings. As Principal Investigator of the Digital Games as Analogical Sources for Science Learning project, Martin is investigating the relationships among game design, explicit analogy mapping techniques, and students’ understanding of complex science concepts. She is also a staff member on the Center for Innovative Research in Cyberlearning (CIRCL) and is conducting an evaluation of the CS4All initiative in New York City with colleagues at the Research Alliance for New York City Schools.
Previously, Martin was project manager for Possible Worlds, a National Research and Development Center in Instructional Technology, funded by the US Department of Education's Institute of Education Sciences, which developed a suite of four digital games and related instructional materials for middle-school science. Possible Worlds was chosen by Common Sense Media for its list of the Top 25 Ed Tech products for 2014. She recently concluded evaluations of the ScratchEd program, which provides resources and professional learning experiences to help teachers integrate the Scratch graphical programming language into formal instruction.
Martin has contributed to seminal research that has advanced the field's knowledge of the role of technology in professional development. She was the Project Director of the evaluation of the eMINTS program, a technology professional development program that has reached hundreds of teachers and thousands of students in Missouri and has been scaled up to train thousands of teachers across the U.S. and Australia. As part of the team conducting the evaluation of the Intel Teach Essentials program—a technology professional development program that has reached millions of teachers worldwide—she provided evaluation guidance to evaluators and program managers in Asia, Latin America, Europe and the Middle East.
She has coauthored several articles and reports, including "Extending the Impact of Digital Games by Supporting Analogical Reasoning" (Proceedings of the 2015 Annual Symposium of Computer-Human Interaction in Play), "Testing the Impact of a Pre-instructional Digital Game on Middle-Grade Students' Understanding of Photosynthesis" (Technology, Knowledge and Learning); "Connecting Instructional Technology Professional Development to Teacher and Student Outcomes" (Journal of Research on Technology in Education); and "Bringing Technology Professional Development to Scale: Lessons Learned from Intel Teach to the Future" (Policy Brief).
Martin earned her BA from Duke University, her MA from New York University¹s School of Education, and her doctorate from Cornell University.