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Lisa Hervey

William & Ida Friday Institute for Educational Innovation @ North Carolina State University

United States of America - Raleigh

Biography

I am a Senior Research Scholar at the Friday Institute for Educational Innovation and Teaching Professor in the Instructional Technology Master’s Program at North Carolina State University. During my 17 year tenure, starting with 10 years as a public school 6th - 8th Language Arts teacher, I became a National Board Certified Teacher and earned a M.Ed. in K-12 Reading and Ph.D. in Curriculum & Instruction from NC State. I lead revolutionary district-wide culture shifts via blended models of professional learning and strategic planning to support local technology initiatives including; the NC Learning Technology Initiative; Statewide Capacity Building; Golden LEAF Foundation’s Learning Technology Readiness Initiative; and a number of local education agencies across North Carolina. I recently collaborated on several Massive Open Online Course for Educators, Coaching Digital Learning and Learning Differences. My most recent publication, in Technological Pedagogical Content Knowledge - Exploring, Developing, and Assessing TPACK, stems from my research on veteran teachers’ complex change process when developing pervasive, robust digital learning and teaching capacities. I have served on the ISTE Online Learning Institute Advisory Board. I have a strong vision and passion for what is takes to meet educators, at all levels, “where they are,” to develop strategic plans and professional learning that addresses their immediate needs to further student achievement, to meet educational challenges and goals and to provide the best resources possible for growth. I have purposefully taken leadership roles in digital learning projects located in underprivileged areas of North Carolina to develop cohort working groups focused on building internal capacity to address sustainability. My work is done only when teachers and administrators alike, have been empowered to meet the challenges faced with aligning curriculum and technology integration, become “risk takers” and raise student achievement.