Lisa Hervey
Graduate Research Assistant
Lisa Hervey is a research assistant at the Friday Institute for Educational Innovation and a Curriculum and Instruction doctoral student at NC State University. Her research focuses on K-12 technology integration and developing Technological Pedagogical Content Knowledge (TPCK) for in-service teachers. She holds a B.S. in Special and Elementary Education from Central Michigan University and a M.Ed. in Reading from NCSU. She achieved her National Board for Professional Teaching Standards certification while teaching middle grades language arts for ten years at a public separate school. She currently teaches Learning and Teaching with Web 2.0 Tools, an online workshop for in-service teachers. Along with her husband, she enjoys hiking and camping. Running and reading keep her sane.
lisa_hervey@ncsu.edu
AIM/Skype/Twitter: lisahervey
Research Papers
Scaffolding the TPCK Framework in Reading and Language Arts: New Literacies and New Minds
In his century old seminal essay, What Knowledge is of Most Worth?, social theorist Herbert Spencer stated that this question needed to be answered before designing curriculum or instruction. As we continue into the 21st century, Spencer’s compelling question is still front and center but now in the midst of fast-paced technological changes that are prompting new literacies. Perhaps in no other area is his question more provocative than in teacher education. Mishra & Koehler (2006) assert that in teacher education, the successful teacher is one who can draw from content, pedagogy and technology, forming a technological pedagogical content knowledge (TPCK) framework—and that it is this knowledge that is of most worth.
The Awakening of Young Adolescent Education in the People’s Republic of China
Fueled by a booming economy and increased interest from international markets, China is breaking all records as it emerges as a dynamic developing country. Because of its vast population, rapidly growing economy, and large research and development investments, China is considered by most an emerging superpower. In the context of dramatic change, the Ministry of Education has created new educational policies impacting young adolescent education that attempt to embrace modernity while simultaneously preserving and honoring the best of Chinese tradition. Currently, the dominant teaching approach is based on the transmission-acceptance model, where teachers transmit knowledge to students through exhibition and clarification. In light of China’s new goal of becoming an innovation oriented society, teachers are beginning to entertain more student-centered models such as quality oriented education, inquiry learning, and cooperative learning. As new policies and constructs for teaching and learning unfold, opportunities for purposeful cultivation of young adolescent education are emerging.