Peggy A. Ertmer

Professor
Educational Technology
Department of Curriculum & Instruction

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

Courses Taught

EDCI 513	Foundations of Educational Technology
EDCI 591N	Instructional Design and Motivation
EDCI 568	Classroom Applications of the WWW
EDCI 660	Educational Technology Seminar
EDCI 672	Advanced Practices in Learning Systems Design
EDCI 673	Issues/Methods in Educational Technology Research

Professional Experience

2001- present	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

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 strategies for facilitating higher-order thinking and self-regulated learning in online learning environments.

Selected 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.