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.
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
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.
Professor, Curriculum & Instruction in Educational Technology, Purdue University, West Lafayette, IN
Associate Professor, Curriculum & Instruction in Educational Technology, Purdue University, West Lafayette, IN
Assistant Professor, Curriculum & Instruction in Educational Technology, Purdue University, West Lafayette, IN
Adjunct Professor, Instructional & Performance Technology, Boise State University
Visiting Assistant Professor, Curriculum & Instruction in Educational Technology, Purdue University, West Lafayette, IN
Visiting Assistant Professor, Educational Studies, Purdue University, West Lafayette, IN
Graduate Teaching Assistant, Educational Computing and Instructional Development (ECID), Department of Curriculum & Instruction, Purdue University, West Lafayette, IN
Learning Disabilities Teacher (K-6), Fremont Re-1 Schools, Canon City, CO
Educational Diagnostician (K-6), Arapahoe County Public Schools, Littleton, CO
Learning Disabilities Teacher (K-6), Milwaukee County Public Schools
Elementary Classroom Teacher, Holy Rosary Elementary School, Milwaukee
Contributing Editor, Educational Technology Magazine
Founding Editor, Interdisciplinary Journal of Problem-Based Learning