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Peg Ertmer

Peg Ertmer

Professor Emerita
Learning Design and Technology
Department of Curriculum & Instruction
Link to Curriculum Vitae

About

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. As the founding editor of the Interdisciplinary Journal of PBL (Problem-Based Learning), Dr. Ertmer is regarded as a leading expert in this area.

Education

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

Select Publications

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., Ottenbreit-Leftwich, A., & Tondeur, J. (2015). Teacher beliefs and uses of technology to support 21st century teaching and learning. In H. R. Fives, & M. Gill, International Handbook of Research on Teacher Beliefs. Erlbaum (pp. 403-418). New York: Taylor & Francis-Rutledge.

Ertmer, P. A., & Koehler, A. A. (2015). Facilitated vs. non-facilitated online case discussions: Comparing differences in problem space coverage. Journal of Computing in Higher Education, 27, 69-93. DOI 10.1007/s12528-015-9094.

Ertmer, P. A. (2015). Technology integration. In J. M. Spector, T. Johnson, D. Ifenthaler, W. Savenye, & M. Wang (Eds.), Sage Encyclopedia of Educational Technology (pp. 747-750). Los Angeles, CA: Sage. http://dx.doi.org/10.4135/9781483346397.

Ertmer, P. A., Quinn, J. A., & Glazewski, K. D. (2019). The ID CaseBook: Case studies in Instructional Design (5th ed.). New York, NY: Routledge–Taylor and Francis.

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

Professional Appointments

Contributing Editor, Educational Technology Magazine
Founding Editor, Interdisciplinary Journal of Problem-Based Learning