tel: (917) 445-4936
Naomi Hupert has worked at the intersection of technology, literacy, and STEM content areas for over 20 years. Her work focuses on the use of technology as a tool to support learning for children and the adults who work with them, and aims to provide all students with engaging and challenging academic instruction. She brings a special focus on improving outcomes for students who struggle to meet grade-level academic benchmarks due to inadequate access to quality instruction, disabilities, or other challenges to learning, and engages digital resources to support this population of students and their families.
Hupert’s research has led to better understanding of the impact of transmedia learning experiences, teachers’ use of digital tools to support early learning, and the role of digital tools in elementary and middle-school science, math, and literacy education. Her work is characterized by the development and implementation of rigorous formative and summative program evaluations that provide usable, real-time information to educators and those working to improve learning outcomes for all students.
Hupert holds a Master of Science in Education, with a specialization in literacy and language-related learning disabilities, from Bank Street College of Education.
In addition to her work at EDC, Hupert has been a school board member in her local school district, and currently serves on the board of a foundation supporting children and adults with disabilities to participate and flourish in their communities.
Early Child Research Quarterly, 27:1 (pp. 115-127)
In Mandinach, E., and Honey, M., (Eds) Data-Driven School Improvement: Linking data and learning. Teachers College Press: New York, NY.
In van't Hooft, M., and Swan, K., (Eds) Ubiquitous Computing in Education: Invisible Technology, Visible Impact. Lawrence Erlbaum Associates: Princeton, NJ.
Journal of Computing in Teacher Education, 20(2), 53-62.
Journal of Research on Technology in Education, 35(1), 1-18.