Department of Curriculum and Instruction
Gillham Hall Room 2000G
Mail Stop 924
Judy Lambert, Ph.D., is an Associate Professor in the Department of Curriculum and Instruction at the College of Education. As a former classroom teacher and technology coordinator, she taught the NC Computer Curriculum to students and provided a variety of professional development opportunities for K-12 teachers at the local, district, and university levels. After receiving a B.S. in Elementary Education at Fayetteville State University in NC, Dr. Lambert completed her graduate studies at North Carolina State University obtaining masters and doctoral degrees in Curriculum and Instruction with an Instructional Technology concentration. In her early research, Dr. Lambert investigated the conceptual knowledge and practice of technology integration in expert and novice teachers in the social studies area. This research showed significant differences in the way novice and expert teachers mentally conceptualize what it means to integrate technology. Expert teachers focused on global and conceptual issues related to the applications of technology such as the challenges and new opportunities presented by using technology in the classroom, technology as a stimulant to change in the learning environment, and the effects of technology integration on learning and the learning environment. Novices tended to focus only on the procedural skills required to use the technology. Expert teachers’ first consideration was the teaching and learning processes and then the effects that technology had on these. Novice teachers had little to no connection between the two.
Based on findings from this early work, Dr. Lambert has concentrated her current efforts on designing a 21st century educational technology course curriculum for teaching preservice teachers' to use and integrate technology in their future classrooms. The goal of this research is to transition these novice teachers into thinking more like expert technology-using teachers. To investigate the effectiveness of this curriculum, Dr. Lambert examines its results on preservice teachers’ attitudes, self-confidence, perceived ability to integrate technology, and actual technology ability. To apply and extend this research to real classrooms, she conducts technology professional development in local area schools using her 21st century curriculum. Dr. Lambert has publications in several major Educational Technology journals including Journal of Technology and Teacher Education and Computers in the Schools and has presented at numerous international conferences in the field including Society for Information Technology in Teacher Education (SITE) and the World Conference on Educational Multimedia, Hypermedia & Telecommunications (Ed-Media).