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Peg Ertmer

Professor
Learning Design and Technology
Department of Curriculum & Instruction

Research

Professor Ertmer's scholarship focuses on the impact that student-centered instructional approaches and strategies have on learning. Activities that support this focus include research on the impact of case-based instruction on higher-order thinking skills; the effectiveness of a student-centered, problem-based learning approach to technology integration and STEM education, and strategies for facilitating higher-order thinking and self-regulated learning in online learning environments. Additional efforts are directed toward helping students become expert instructional designers through the use of case- and problem-based learning methods.

Appointments on National/International Organizations

  • Contributing Editor
    Educational Technology Magazine
  • Founding Editor
    Interdisciplinary Journal of Problem-Based Learning
  • Fulbright Senior Specialist
    National College of Ireland


Education

Ph.D.       Purdue University, 1995, Curriculum & Instruction
M.A. Cardinal Stritch College, 1976, Special Education-Learning Disabilities
B.A. University of Denver, 1973, Elementary Education


Publications

  • Ertmer, P.A., & Newby, T.J. (1993). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 6(4), 50-72.

  • Ertmer, P.A., & Newby, T.J. (1996). The expert learner: Strategic, self-regulated, and reflective. Instructional Science, 24(1), 1-24.

  • Ertmer, P.A., Newby, T.J., & MacDougall, M. (1996). Students' approaches to learning from case-based instruction: The role of reflective self-regulation. American Educational Research Journal, 33(3), 719-752.

  • Ertmer, P.A., & Dillon, D.R. (1998). "Shooting in the dark" vs. "Breaking it down": Understanding students' approaches to case-based instruction. International Journal of Qualitative Studies in Education, 11, 605-622.

  • Ertmer, P.A. (1999). Addressing first-and second-order barriers to change: Strategies for technology integration. Educational Technology Research and Development, 47(4), 47-61.

  • Ertmer, P.A. (2005). Teacher pedagogical beliefs: The final frontier in our quest for technology integration? Educational Technology Research and Development, 53(4), 25-39.

  • Ertmer, P.A., & Simons, K.D. (2006). Jumping the implementation hurdle: Supporting PBL in K-12 classrooms. The Interdisciplinary Journal of Problem-Based Learning, 1(1) [Inaugural Issue], 41-56.

  • Lee, Y., & Ertmer, P.A. (2006). Examining the impact of small group discussions and question prompts on vicarious learning outcomes. Journal of Research on Technology in Education, 39(1), 36-50.
  • Ertmer, P. A., & Quinn, J. (Eds.). (2007). The ID CaseBook: Case studies in instructional design (3rd ed.). Upper Saddle River, NJ: Merrill/Prentice-Hall.

  • Park, S. H., & Ertmer, P. A. (2008). Impact of problem-based learning (PBL) on teachers' beliefs regarding technology use. Journal of Research on Technology in Education, 40(2), 247-267.

  • Ertmer, P. A., Stepich, D. A., York, C. S., Stickman, A., Wu, X., Zurek, S., & Goktas, Y. (2008). How instructional design experts use knowledge and experience to solve ill-structured problems. Performance Improvement Quarterly, 21(1), 17-42.

  • Ertmer, P. A., Stepich, D. A., Flanagan, S., Kocaman, A., Reiner, C., Reyes, L., Santone, A., & Ushigusa, S. (2009). Impact of guidance on the problem-solving efforts of instructional design novices. Performance Improvement Quarterly, 21(4), 117-132.
  • Cennamo, K. S., Ross, J., & Ertmer, P. A.* (2010). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth.

  • Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher technology change: How knowledge, beliefs, and culture intersect. Journal of Research on Technology in Education, 42, 255-284.
  • Ertmer, P. A., Newby, T. J., Liu, W., Tomory, A., Yu, J. H., & Lee, Y. M. (2011). Students’ confidence and perceived value for participating in cross-cultural wiki-based collaborations. Educational Technology Research and Development, 59, 213-228.
  • York, C. S., & Ertmer, P. A. (2011). Examining instructional design principles applied by experienced instructional designers. Educational Technology Research and Development. DOI: 10.1007/s11423-011-9209-2.
  • Ertmer, P. A., Sadaf, A., & Ertmer, D. J. (2011). Student-content interactions in online courses: The role of question prompts in facilitating higher-level engagement with course content. Journal of Computing in Higher Education, 23, 157-186. DOI: 10.1007/s12528-011-9047-6.
  • Ertmer, P.A., Ottenbreit-Leftwich, A., Sadik, O., Sendurur, E., & Sendurur, P. (2012).Teacher beliefs and technology integration practices: A critical relationship.  Computers & Education, 59, 423-435. DOI: 10.1016/j.compedu.2012.02.001
  • Ertmer, P.A., & Newby, T.J. (2013). Behaviorism, cognitivism, and constructivism: Connecting yesterday’s theories to today’s contexts.  Performance Improvement Quarterly, 26(2), 65-71.
  • Brantley-Dias, L., & Ertmer, P.A. (2013). Goldilocks and TPCK: Is the construct “just right?” Journal of Research on Technology in Education, 46(2), 103-128.

Experience

2007- Present      Professor, Curriculum & Instruction in Learning Design and Technology, Purdue University, West Lafayette, IN
2001- 2007 Associate Professor, Curriculum & Instruction in Educational Technology, Purdue University, West Lafayette, IN
1997-2001 Assistant Professor, Curriculum & Instruction in Educational Technology, Purdue University, West Lafayette, IN
1997-2000 Adjunct Professor, Instructional & Performance Technology, Boise State University
1996-1997 Visiting Assistant Professor, Curriculum & Instruction in Educational Technology, Purdue University, West Lafayette, IN
1995-1996 Visiting Assistant Professor, Educational Studies, Purdue University, West Lafayette, IN
1991-1995 Graduate Teaching Assistant, Educational Computing and Instructional Development (ECID), Department of Curriculum & Instruction, Purdue University, West Lafayette, IN
1979-1983 Learning Disabilities Teacher (K-6), Fremont Re-1 Schools, Canon City, CO
1978-1979 Educational Diagnostician (K-6), Arapahoe County Public Schools, Littleton, CO
1975-1978 Learning Disabilities Teacher (K-6), Milwaukee County Public Schools
1973-1974 Elementary Classroom Teacher, Holy Rosary Elementary School, Milwaukee


Courses

EDCI 51300 Foundations of Learning Design and Technology
EDCI 62700 Problem-based Learning in the Science and Math Classroom
EDCI 56800 Partnering with Web-based Tools for Learner-centered Environments
EDCI 66000 Learning Design and Technology Seminar
EDCI 67200 Advanced Practices in Learning Systems Design
EDCI 67300       Issues/Methods in Educational Technology Research