As a researcher, Naomi Hupert has worked at the intersection of technology, literacy, and STEM for over 20 years, focusing on the use of technology as a tool to support learning for children and the adults who work with them. While her aim is to provide all students with engaging and challenging academic instruction, her emphasis is on improving outcomes for students who struggle to meet grade-level academic benchmarks. Whether this struggle is due to inadequate access to quality instruction or to learning and other disabilities, Hupert's work explores how digital resources engage and support this student population and their families.
The result of Hupert’s research has led to a better understanding of the impact of transmedia learning experiences and how teachers' and students' effective use of digital tools can support learning across content areas. Her work is characterized by the development and implementation of rigorous formative and summative program evaluations, which provide usable, real-time information to program developers and educators.
Hupert holds an MS in education, with a specialization in literacy and language-related learning disabilities, from Bank Street College of Education.
"When we expect digital resources and devices to transform learning, we must ensure the content these tools and resources bring to students is also transformative."
The Role of Mediation in Ready To Learn Children's Media Research: 2008-2017
Young Children and Digital Media: Examining Impact through Three RCTs
Using Digital Media at Home to Promote Young Children’s Mathematics Learning: Results of a Randomized Controlled Trial
“Why Children's Programming Is the New Front Line in the Streaming Battle”
Los Angeles Times, August 15, 2015
"Children Are Naturally Curious About Science. Why Don't We Nurture That?"
Education Week, July 18, 2018
Pasnik, S., Llorente, C., Hupert, N., & Morthy, S. (2017). Dramatic change, persistent challenges: A five-year view of children’s educational media as resources for equity. In D. Lemish, A. Jordan, & V. Rideout (Eds.), Children, adolescents, and media: The future of research and action. New York, NY: Routledge, Taylor & Francis Group.
Pasnik, S., Llorente, C., Hupert, N., & Moorthy, S. (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, & SRI International.
Pasnik, S., Moorthy, S., Llorente, C., Hupert, N., Dominguez, X., & Silander, M. (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., Llorente, C., Townsend, E., Hupert, N., . . . VanderBorght, M. (2012). Supplementing literacy instruction with a media-rich intervention: Results of a randomized controlled trial. Early Childhood Research Quarterly, 27 (1), 115–127.
This is the summary of a report that presents the results of a first-of-its-kind national survey of parents, who were asked about the types of early science educational activities they do with their young children.
This report presents the results of a first-of-its-kind national survey of parents, who were asked about the types of early science educational activities they do with their young children.