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Lisa Hervey

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Lisa Hervey, Ph.D., NBCT | I am a lecturer in the Digital Learning and Teaching Master’s Program. During my 24–year tenure, starting with 10 years as a public school 6th – 8th Language Arts teacher, and most recently 10 years as a Senior Research Scholar at the Friday Institute for Educational Innovation at NCSU. I am a National Board Certified Teacher and earned an 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 and literacy initiatives. I recently collaborated on several Massive Open Online Courses 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 a strong vision and passion for what it 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. Follow me @lisahervey

Courses Taught

  • ECI 509/528 Secondary Language Arts Methods
  • ECI 512 Emerging Technologies in Learning and Teaching Mobile Learning
  • ECI 514 Multimedia Principles and Instructional Design
  • ECI 652 Field Applications in Instructional Technology Collaborative Action Research
  • ECI 541 Reading Across the Content Areas
  • ECI 546 New Literacies and Media
  • ECI 650 ECI 650 Student Teaching Support Seminar
  • ED 569 MAT Teaching Internship

Services and Engagement

  • Read and Feed Volunteer, (2016 – Present), @
  • Advisory Board Member, (2012 – 2015), Online Learning Institute @ ISTE, EDTECH Online Leaders
  • Volunteer, (2013 ,2014, 2015, 2016), ISTE Annual Conference.
  • Teacher Advisory Panel Member, (2007), North Carolina Museum of Art.
  • President, (1995-1997), Council for Exceptional Children Student Chapter, Central Michigan

Selected Scholarly Publications

  • Hervey, L. (2016). Between the notion and the act: Veteran teachers’ TPACK and practice in 1:1 settings. In Angeli C. and Valanides, N (Eds.)Technological Pedagogical Content Knowledge – Exploring, Developing, and Assessing TPCK (pp.165-189). New York, NY: Springer.
  • Spires, H., Hervey, L., & Watson, T. (2014). Scaffolding the TPACK framework with literacy teachers: New literacies, new minds. In S. Kajder’s and C.A. Young (Eds.). Research on English language arts and technology. Greenwich, CN: Information Age Press.
  • Spires, H., Hervey, L., Morris, G., & Stelpflug, C. (2013). Energizing project-based inquiry: Middle-grade students read, write, and create videos. Journal of Adolescent & Adult Literacy.
  • Spires, H. & Hervey, L. (2012). Does interaction with a web-based learning environment lead to higher levels of writing self-efficacy for sixth graders? Chronicle of Middle-Level Research.
  • Spires, H., & Hervey, L. (2011). New technologies, new pedagogies: Finding the “grail” in higher education. Journal of Leadership Studies, 4(4), 54-56. DOI:1.1002/jls.20194
  • Hervey, L., Spires, H.A., & Zhang, J. (2009). The awakening of adolescent education in the People’s Republic of China. In S. Mertens, K. Roney, & V. Anfara (Eds.), An international look at educating young adolescents, (vol. 7). The Handbook of Research in Middle-Level Education Series.


Bachelor of Science Education Central Michigan University 1998

Master of Arts in Education Teacher of the Emotionally Impaired Concentration | K-12 Reading Minor NC State University 2007

Ph.D. in Curriculum and Instruction Emphasis | Teacher Education and Technology NC State University 2011

Area(s) of Expertise

My action research is centered on how this nation’s educators deserve leaders who believe technology is not the driving force of digital initiatives, rather it’s a deep understanding of the intersection of curricular standards and sound pedagogy. National policy is needed to better support educators' capacity to: 1) apply student-centered pedagogy using global inquiry-based approaches; 2) differentiate content for learning profiles in their classroom, and 3) align teacher praxis and leadership practices with ISTE Digital Learning Competencies.


  • Thank a Teacher Recipient (2013, 2014, 2015, 2016, 2017), Office of Faculty Development, North Carolina State University
  • Graduate School Research Award (2011), 2nd Place for College of Education, North Carolina State University
  • College of Education Dissertation Proposal Award (2010), 1st Place, North Carolina State University
  • Longview School Teacher of the Year Award (2003), Wake County Schools.
  • Shana Breen Memorial Award, (1997), National Council for Exceptional Children
  • Dr. Charles Riper Student of the Year Award, (1997), Michigan Council for Exceptional Children
  • Student CEC Chapter of the Year Award, (1997), Michigan Council for Exceptional Children.