Jennifer Lisy
Education
- Ph.D in Curriculum and Instruction with a specialization in Literacy, Language, and Culture at the University of Illinois at Chicago
- M.Ed. in Educational Studies from the University of Illinois at Chicago
- B.S. in Elementary Education and Anthropology from Vanderbilt University
Biography
(Pronounced L沫s膿)
Previously she taught education classes at 红杏视频 Wesleyan University, Mount Vernon Nazarene University, and William Patterson University in New Jersey. She has a passion for finding meaningful ways to incorporate technology into in-person, synchronous, and asynchronous courses. As a teacher, she has worked in diverse school settings: a public school in the Bronx, an affluent private school outside of Chicago, and an Early Reading First Grant serving preschools across Chicago. Additionally, Jen has conducted technology training nationwide. Her research interests focus on writing, technology, and preparing antiracist educators. She teaches early childhood and elementary education courses focused on literacy and just about anything else. In addition, she teaches middle childhood courses related to literacy and social studies. She has presented at local, state, national, and international conferences.
Recent Publications
Paciga, K. A., & Lisy, J. G. (2022). 鈥淵our screen time was up 42%鈥: North American children鈥檚 experiences with digital media amidst COVID-19. In Y. Friesem, G. Choi, U. Raman, & I. Kani啪aj (Eds.), Future of Media Education Post Pandemic. Routledge.
Lisy, J. G. (2015). Examining the impact of technology on primary grade students鈥 written work (Doctoral dissertation). The University of Illinois at Chicago.
Lisy, J. G., Paciga, K. A., & Quest, M. (2020). DAP with Apps and Other Tech Tools: Making Choices That Make Sense for Preschool. Teaching Young Children, 13, 1鈥6.
Paciga, K. A., Lisy, J. G., & Quest, M. (2018). As easy as E-C-E: Retaining the 鈥榚arly childhood essentials鈥 with technology in early childhood education. The Active Learner: HighScope鈥檚 Journal for Early Educators, 2(1), 4鈥10.
Paciga, K. A., Lisy, J. G., Teale, W. H., & Hoffman, J. L. (2015). Student engagement in classroom read alouds: Considering seating and timing. Illinois Reading Council Journal, 43(3), 7-14.