Elena Prieto-Rodriguez

Professor Elena Prieto-Rodriguez holds a dual focus in STEM Education and Theoretical Computer Science at the University of Newcastle's School of Education. As Deputy Head of School for Teaching and Learning, she leads initiatives to strengthen mathematics and computing education. Her work includes the Inspiring Mathematics and Science in Teacher Education (IMSITE) project and co-founding HunterWiSE, promoting women in STEM. She has held academic roles since 2005, including postdoctoral positions in Bioinformatics and ARC-funded research. Prieto-Rodriguez earned a PhD in Theoretical Computer Science from the University of Newcastle (2005) and a BSc in Mathematics from Complutense University of Madrid (Spain). Her research emphasizes computational thinking integration in K-12 education, teacher professional development, and systemic barriers to STEM participation. Notable projects include Google-funded workshops for educators and collaborations across 6 Australian universities to improve pre-service teacher training.

Education:

• BSc in Mathematics, Complutense University of Madrid
• PhD in Theoretical Computer Science, University of Newcastle

Research Interests: Computational thinking in education, mathematics curriculum design, teacher training for blended learning, gender equity in STEM, and the role of technology in fostering innovation.

Key Projects:

• IMSITE: Cross-institutional teacher training to boost student engagement in STEM
• HunterWiSE: Programs to support girls and women entering STEM careers
• Code.org partnerships for K-12 computer science education

Grants & Funding: Over $22.9M secured from sources like the Paul Ramsay Foundation, NSW Department of Education, and Google. Notable grants include $1.7M for Quality Teaching Rounds and $625K for mathematics retraining programs.

Publications: Focus on education technology trends, teacher professional development, and equity issues in STEM participation. Top themes include computational thinking integration, post-pandemic learning strategies, and systemic barriers faced by women in technical fields.