Learning Design and Technology
Department of Curriculum & Instruction
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 strategies for facilitating higher-order thinking and self-regulated learning in online learning environments.
Appointments on National/International Organizations
- Contributing Editor
Educational Technology Magazine
Interdisciplinary Journal of Problem-Based Learning
- Fullbright Senior Specialist
National College of Ireland
|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|
- 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.
|2007- Present||Professor, Curriculum & Instruction in Educational 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|
|EDCI 51300||Foundations of Educational Technology|
|EDCI 59100N||Instructional Design and Motivation|
|EDCI 56800||Classroom Applications of the WWW|
|EDCI 66000||Educational Technology Seminar|
|EDCI 67200||Advanced Practices in Learning Systems Design|
|EDCI 67300||Issues/Methods in Educational Technology Research|