Department of Curriculum and Instruction Webpage

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

 

 

Appointments on National/International Organizations

  • Contributing Editor
    Educational Technology Magazine
  • Editor
    Interdisciplinary Journal of Problem-Based Learning
  • Fullbright 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.

Experience

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


Courses

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