Cristyne Hébert is a postdoctoral researcher at the Institute for Research on Digital Learning at York University. Her current research centers on supporting educators in using technology in meaningful ways in classrooms and other learning contexts with digital literacies, digital game-based learning, digital production, and wearables/maker spaces- under the umbrella of new media literacies and 21st century competencies.
As a researcher in teacher education, Dr. Hébert's publications have examined the history and (over) use of reflective practice and have taken issue with neoliberal attempts to anaesthetize teacher education by way of standardized assessments, specifically, the edTPA. Cristyne's SSHRC funded dissertation - an ethnographic study of student teaching in the edTPA as it was being implemented in New York State - received the Canadian Association for Teacher Education (CATE) dissertation award.
Dr. Hébert's work appears in Media and Communication, Reflective Practice: International and Disciplinary Perspectives, the Journal of Curriculum Theorizing, the Journal of the Canadian Association for Curriculum Studies, The Educational Forum, and Provoking Curriculum Studies: Strong Poetry and the Arts of the Possible.
Dr. Hébert is a certified K-6, high school English, and high school philosophy teacher in her home province of Ontario. She is also a curriculum developer who supervises Master of Teaching students during their student teaching placements at the Ontario Institute for Studies in Education (OISE), University of Toronto.