Guy Trainin Professor

B.A., 1994, Tel Aviv University
M.A., 1999, University of California-Riverside
Ph.D., 2002, University of California-Riverside

Dr. Guy Trainin is the Professor of Education at the Department of Teaching, Learning, and Teacher Education at the University of Nebraska-Lincoln (UNL). He focuses his research on the areas of Literacy, Innovative Learning Technologies, and Integrated Arts Education. He teaches pre-service education as well as graduate courses in field research methods, innovative learning technologies, and Arts Education research. In recent years Dr. Trainin has been studying innovative learning technologies in schools in Nebraska, South Africa, India, and China with a specific focus on mobile devices, Computer Science Education, and creativity. He has published research articles, books, and extensive digital authorship. He has published several research articles and books and maintains extensive digital authorship, including more than 350 videos and more than 200 blog posts. In 2021 he received the Art TEAMS Grant from the US Department of education to explore Education for Emerging Media Arts with CoPIs Lorinda Rice, Kimberley D'Adamo, and HyeonJin Yoon. He currently podcasts on technology integration (TechEDGE) and Art Integration (ArtTEAMS) on apple podcasts, Spotify and YouTube. In addition, Guy Trainin and Nick Husbye have a podcast on starting in academia at Not That Kind of Doctor on Apple Podcasts,  Spotify, and YouTube.

Dr. Trainin has served in several Departmental leadership roles, including Department Chair, co-founder and director of the KDS Reading Center, Graduate Chair, and the Elementary Teacher Education Program coordinator. He heads the partnership between UNL and Code.org.

Find Dr. Trainin online:
@gtrainin on LinkedIn 
training on Facebook and Instagram

Research and Evaluation in Literacy and Technology documents at the Digital Commons

On ResearchGate

Google Scholar Profile

Recent Publications:

Husbye, N., Rezac, T. Wessels, S. & Trainin, G. (2024). Mechanisms for change: Infusing the EdD. with change-making processes. Impacting Education Journal of Transforming Professional Practice.

Liu, Y., Soh, LK., Trainin, G., Nugent, G., & Smith, W. (2024). Investigating Relationships of Sentiments, Emotions, and Performance in Professional Development K-12 CS Teachers. Computer Science Education Journal.

Wessels, S., Trainin, G. (2023). Learning from families through bilingual books as an entry point to biliteracy. Early Childhood Education Journal. 

Shafer, Z.*, & Trainin, G. (2023). Searching for uncertainty. The International Journal of Restorative Justice. 6,

 Zhou, Z., Trainin, G., Guo, J., & Yoon, H. (2023, March). Patterns of Digital Textbook Use. In Society for Information Technology & Teacher Education International Conference (pp. 2376-2384). Association for the Advancement of Computing in Education (AACE).

Kabir, T., Jahan, A., & Trainin, G. (2023, March). I'm going to do my Duolingo, got to keep my owl happy: Using Duolingo in Bangladesh. In Society for Information Technology & Teacher Education International Conference (pp. 2091-2097). Association for the Advancement of Computing in Education (AACE).

Deng Q. & Trainin, G. (2023). The effect of a self-regulated intervention on vocabulary, reading comprehension, and self-regulated learning skills for English Language Learners. Reading Psychology. 1-31.

Menon, D., Bauer, A. S.*, Johnson, K.*, Hasseler, E. F.*, Thomas, A., Martinez, R., & Trainin, G. (2023). Greater than the sum of its parts: Centering science in the STEM era. In Reforming Science Teacher Education Programs in the STEM Era. S. Al-Balushi, L. Martin-Hansen and Y. Song (Eds.), Palgrave Studies on Leadership and Learning in Teacher Education.

Kiramba, L.K. Traore, H. M.*, & Trainin, G. (2022). “At school, it’s a completely different world”: African immigrant youth agency and negotiation of their adaptation processes in US urban schools. Urban Education.

Yu, A.*, & Trainin, G. (2022). A meta-analysis examining technology-assisted L2 vocabulary learning. ReCALL, 1-18.

Guo, J., & Trainin, G. (2022). Measuring  Self-Regulation a Learning Analytics Approach. Proceedings of the Finnish Learning Analytics and Artificial Intelligence in Education Conference.

Nugent, G., Chen, K., Soh, L.K., Choi, D., Trainin, G., & Smith, W. (2022). Developing K-8 Computer Science Teachers' Content Knowledge, Self-efficacy, and Attitudes through Evidence-based Professional Development. ITiCSE 2022: Proceedings of the 27th ACM Conference on Innovation and Technology in Computer Science Education Vol. 1.

Trainin, G. & Okundate, J. (2022). Impact of Micro-Teaching Rehearsals (MTR) with digital video (DV) on Pre-Service Teacher’s Performance in Teaching Practice. In E. Langran (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1102-1107). San Diego, CA, United States: Association for the Advancement of Computing in Education (AACE). Retrieved May 6, 2022 from https://www.learntechlib.org/primary/p/220874/.

Juneja, M. & Trainin, G. (2022). A community collaborative model to leverage the affordance of learning technology with underprivileged students in India. In E. Langran (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1255-1260). San Diego, CA, United States: Association for the Advancement of Computing in Education (AACE). Retrieved May 5, 2022 from https://www.learntechlib.org/primary/p/220902/.

Liu, X., Yu, A., Deng, Q., Kang, L., Abebe, F. & Trainin, G. (2022). Non-cognitive Precursors of technology integration for Chinese Language Teachers: Grit and Resistance. In E. Langran (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1261-1264). San Diego, CA, United States: Association for the Advancement of Computing in Education (AACE). Retrieved May 5, 2022 from https://www.learntechlib.org/primary/p/220903/.

O'Shea, C., Trainin, G. & Friedrich, L. (2022). Creating Innovative Teacher Education to Prepare Educators to Facilitate Learning in Innovative Schools. In E. Langran (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2023-2030). San Diego, CA, United States: Association for the Advancement of Computing in Education (AACE). Retrieved May 5, 2022 from https://www.learntechlib.org/primary/p/221018/.

Morrow, P., Soh, L. K., Nugent, G., Smith, W., Trainin, G., & Steen, K. (2021). SWOT Analysis of Two Different Designs of Summer Professional Development Institutes for K-8 CS Teachers. In 2021 IEEE Frontiers in Education Conference (FIE) (pp. 1-9). IEEE.

Soh, L. K., Nugent, G., Smith, W., Trainin, G., Sutton, J. T., & Steen, K. (2021). A Comprehensive Professional Development Program for K-8 Teachers to Teach Computer Science. In 2021 ASEE Virtual Annual Conference Content Access. 

O'Shea, C., & Trainin, G. (2021). How Did We Get Here? One District’s Approach to Device Assisted Learning Technology Implementation. Journal of School Administration Research and Development, 6(2), 99-106.

Wessels, S., & Trainin, G. (2021). Digital Storytelling With English Language Learning Families. In Bridging Family-Teacher Relationships for ELL and Immigrant Students (pp. 27-45). IGI Global.

Schneider, J. M.*, and Trainin, G. (2021). Genius-Hour: Student-Led Learning in the Fourth Industrial Revolution. In Teaching and Learning in the 21st Century, pp. 157-171. Brill, 2021.

    Literacy
    Arts
    Innovative Learning Technologies
    Research Methods
    Motivation