Dr. Lisa Hervey
Research Associate
Lisa Hervey is a research associate at the Friday Institute for Educational Innovation. Her research centers on developing in-service teachers\' Technological Pedagogical Content Knowledge (TPACK) and practice in 1:1 educational settings. She earned her B.S. in K-12 Special Education and K-6 Elementary Education from Central Michigan University in 1998. She acquired a M.Ed. in K-12 Reading in 2007 and a Ph. D. in Curriculum and Instruction in 2011, both at NC State University. She achieved her National Board for Professional Teaching Standards certification while teaching middle grades language arts for ten years at a public separate school in Raleigh, NC. She co-leads work on a project funded by the U.S. Department of Education, conducted in partnership with Consortium for School Networking (CoSN) and State Education Technology Directors Association (SETDA). This DOE project focuses on the research and development of online communities of practice for educators and related professions. She designs, develops, facilitates and evaluates face-to-face and online professional development for the Friday Institute’s 1:1 Collaborative for in-service teachers practicing in 1:1 settings across North Carolina. Some online courses she has developed include: Innovate to Transform the Classroom with Web 2.0 Tools, English I and Web 2.0 Tools in 1:1 Technology Settings and 9th - 12th Grade Social Studies Instruction in 1:1 Settings. She regularly teaches the summer online offering of Content Area Reading, a graduate course in NC State’s Department of Curriculum, Instruction and Counselor Education. She can be reached at the following:
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.