Naomi Hupert

tel: (917) 445-4936

Naomi Hupert has worked at the intersection of technology, literacy, and STEM content areas for over 25 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, their families, and other adults who influence children’s learning experiences.

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 reading tutor for middle-grade students with mild to moderate learning disabilities, a school board member in her local school district,  a board member of a foundation supporting children and adults with disabilities to participate and flourish in their communities, and is currently an active board member for her local library supporting expansion of services and accessibility to the community.





Hupert, N., & Adair, A. (2018). Permission to Speak: How educational media can start and extend dialogue for kids and adults.

In S. Pasnik (Ed.) Getting Ready to Learn: Creating Effective, Educational Children’s Media.  New York, New York: Routledge, Taylor & Francis Group.

Hupert, N. (Sep 2018). "Children are Naturally Curious About Science. Why Don't We Nurture That?"

Education Week

Silander, M., Grindal, T., Hupert, N., Garcia, E., Anderson, K., Vahey, P. & Pasnik, S. (2018). What Parents Talk About When They Talk About Learning: A National Survey About Young Children and Science.

New York, NY, & Menlo Park, CA: Education Development Center, Inc., & SRI International.

Pasnik, S., Llorente, C., Hupert, N., & Moorthy, S. (Mar 2016). Dramatic change, persistent challenges: A five-year view of children’s educational media as resources for equity.

Journal of Children and Media10(2), 229-237.
Pasnik, S., Llorente, C., Hupert, N., & Moorthy, S. (Jan 2016). Reflections on the Ready To Learn Initiative, 2010 to 2015: How a Federal Program in Partnership with Public Media Supported Young Children’s Equitable Learning During a Time of Great Change

New York, NY, & Menlo Park, CA: Education Development Center, Inc., & SRI International.
Pasnik, S., Moorthy, S., Llorente, C., Hupert, N., Dominguez, X., & Silander, M. (Jan 2015). Supporting Parent Child Experiences with PEG+CAT Early Math Concepts: Report to the CPB-PBS Ready To Learn Initiative.

New York, NY, & Menlo Park, CA: Education Development Center & SRI International.

Penuel, W. R., Bates, L., Gallagher, L. P., Pasnik, S., Liorente, C., Townsend, E., Hupert, N., Dominguez, X., VanderBorght, M. (Dec 2011). Supplementing literacy instruction with a media-rich intervention: Results of a randomized controlled trial,

Early Child Research Quarterly, 27:1 (pp. 115-127)
Hupert, N., Heinze, J., Gunn, G., & Stewart, J. (Mar 2008). Using Technology-Assisted Progress Monitoring to Drive Improved Student Outcomes,

In Mandinach, E., and Honey, M., (Eds) Data-Driven School Improvement: Linking data and learning. Teachers College Press: New York, NY.

Hupert, N., Heinze, C. (Sep 2006). Results in the palms of their hands: Using handheld computers for data-driven decision making in the classroom,

In van't Hooft, M., and Swan, K., (Eds) Ubiquitous Computing in Education: Invisible Technology, Visible Impact. Lawrence Erlbaum Associates: Princeton, NJ.

Martin, W., Hupert, N., Gonzales, C., and Admon, N. (Dec 2003). Real Teachers Making Real Changes: The RETA Model for Professional Development.

Journal of Computing in Teacher Education, 20(2), 53-62.

Gonzales, C., Pickett, L., Hupert, N., and Martin, W. (Sep 2002). The Regional Educational Technology Assistance Program: Its Effects on Teaching Practices.

Journal of Research on Technology in Education, 35(1), 1-18.