Peggy A Ertmer - Purdue University
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Peggy A Ertmer
Purdue University
Curriculum and Instruction
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Papers by Peggy A Ertmer
Using Asynchronous Online Discussions in Blended Courses: Comparing Impacts Across Courses in Three Content Areas
by
Ayesha Sadaf
and
Peggy A Ertmer
Asynchronous online discussions are common in online and blended courses. This study examined the...
more
Asynchronous online discussions are common in online and blended courses. This study examined the impact of online discussions in blended undergraduate courses in three disciplines: educational technology, engineering, and English education. Results showed that students from all courses were comfortable using online discussions and saw them as a way to express opinions and learn course content. However, differences in the
Facilitating students' global perspectives: Collaborating with international partners using Web 2.0 technologies
by
Emine Sendurur
Peggy A Ertmer
, and
Annette Tomory
The Internet and Higher Education
, 2011
This research was designed to explore the impact of a wiki-based international collaboration proj...
more
This research was designed to explore the impact of a wiki-based international collaboration project on preservice teachers' 1) cultural competencies, 2) comfort using technology, including Web 2.0 tools, to interact and collaborate with unknown colleagues, and 3) perceptions of ideas for using technology, including Web 2.0 tools, in their future classrooms. Survey results showed significant changes in cultural competency and perceived ideas for using technology from pre-to post-semester while interview data provided support for, and greater insights into, survey results. Furthermore, students' perceived comfort for participating in Web 2.0-based international collaborations was the best predictor of changes in cultural competency. Implications for the integration of international collaborations into on-campus courses, using Web 2.0 technologies, are discussed.
Exemplary Technology-Using Teachers: Perceptions of Factors Influencing Success
by
Anne Ottenbreit-Leftwich
and
Peggy A Ertmer
Journal of computing in …
, 2007
Exemplary technology-using teachers achieve meaningful technology use in learner-centered, constr...
more
Exemplary technology-using teachers achieve meaningful technology use in learner-centered, constructive environments despite the presence of both internal and external barriers. In this study, we discuss factors that enabled teachers to overcome these ...
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Participants rated personal drive and beliefs as the most influential factors (M = 4.84), while preservice education was deemed least influential (M = 2.69).
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Teacher technology change: How knowledge, confidence, beliefs, and culture intersect
by
Anne Ottenbreit-Leftwich
and
Peggy A Ertmer
Despite increases in computer access and technology training, technology is not being used to sup...
more
Despite increases in computer access and technology training, technology is not being used to support the kinds of instruction believed to be most powerful. In this paper, we examine technology integration through the lens of the teacher as an agent of change: What are the necessary characteristics, or qualities, that enable teachers to leverage technology resources as meaningful pedagogical tools? To answer this question, we discuss the literature related to four variables of teacher change: knowledge, self-efficacy, pedagogical beliefs, and subject and school culture. Specifically, we propose that teachers' mindsets must change to include the idea that "teaching is not effective without the appropriate use of information and communication technologies (ICT) resources to facilitate student learning. " Implications are discussed in terms of both teacher education and professional development programs. (
Visions, Strategies, and Developmental Processes of Expert Technology-Using Teachers
by
Peggy A Ertmer
and
Anne Ottenbreit-Leftwich
... Technology-Using Teachers Anne Ottenbreit-Leftwich Instructional Systems Technology Indiana U...
more
... Technology-Using Teachers Anne Ottenbreit-Leftwich Instructional Systems Technology Indiana University
[email protected]
Krista Glazewski Learning Technologies New Mexico State University
[email protected]
Timothy ...
Teacher value beliefs associated with using technology: Addressing professional and student needs
by
Anne Ottenbreit-Leftwich
and
Peggy A Ertmer
Studies have indicated that when teachers believe technology uses are valuable, they are more lik...
more
Studies have indicated that when teachers believe technology uses are valuable, they are more likely to incorporate those uses into their practices. This hermeneutical phenomenology study investigated the value beliefs that underlie teachers' uses of technology. To measure value beliefs, teachers' uses (and reasons for those uses) of technology for teaching and learning were examined. Data were collected from eight award-winning teachers through an interview, observation, and electronic portfolio. Findings indicated that teachers used technology to address professional (e.g., creating customized classroom materials, improving classroom management by engaging students) and student needs (e.g., enhancing student comprehension, equipping students with technology skills), all of which related to the underlying value belief of promoting student learning. Based on these findings, professional development activities should emphasize the potential impact of specific technology uses on student learning.
Removing obstacles to the pedagogical changes required by Jonassen's vision of authentic technology-enabled learning
by
Peggy A Ertmer
and
Anne Ottenbreit-Leftwich
Computers & Education
, 2013
Educators have been striving to achieve meaningful technology use in our K-12 classrooms for over...
more
Educators have been striving to achieve meaningful technology use in our K-12 classrooms for over 30 years. Yet, despite significant investments of time and money in infrastructure, training, and support "we have few assurances that [educators] are able to use technology for teaching and learning" (NEA, 2008, p. 1). In this article, we call for a shift in focus from technology integration (and the tools used to achieve it), to technology-enabled learning (and the pedagogy used to support it). Building on the early work of Jonassen (1996) in which he proposed using technology as cognitive tools, we suggest that future technology integration efforts should focus on helping teachers engage students in authentic technology-enabled learning environments. As such, technology integration is no longer an isolated goal to be achieved separately from pedagogical goals, but simply the means by which students engage in relevant and meaningful interdisciplinary work. Implications for supporting teacher pedagogical change, from a system's perspective, are discussed.
Facilitating Technology-Enhanced PBL in Middle School Classrooms: How and Why Teachers Adopt?
by
Anne Ottenbreit-Leftwich
and
Peggy A Ertmer
Despite the challenges inherent in adopting problem-based learning (PBL) in the middle school cla...
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Despite the challenges inherent in adopting problem-based learning (PBL) in the middle school classroom, successful PBL teachers are able to find suitable solutions. In this exploratory study we examined the perceptions and practices of five successful middle school PBL teachers regarding the specific difficulties encountered with PBL and the strategies they used to address them. Results suggest that while successful PBL teachers faced multiple challenges when implementing PBL, they created and adapted effective strategies to , 35-54 successfully mitigate the obstacles. Planning approaches included adapting previous units, using a backwards-planning process, and starting small. Implementation strategies included using a variety of grouping strategies and providing greater structure through mini-lessons, daily checks, and access to a list of relevant web resources. Assessment methods included using rubrics to outline project requirements and monitoring daily journals to assess progress. Teachers articulated that the use of these techniques enabled them to engage their students in interdisciplinary content and learning processes that met or exceeded required academic standards.
Teacher beliefs and technology integration practices: A critical relationship
by
Anne Ottenbreit-Leftwich
Emine Sendurur
, and
Peggy A Ertmer
Perceptions of Planning, Implementing and Evaluating Long-Term, Student-Chosen, Technology-Enhanced, Problem-Based Learning Units: Teacher Strategies and Student Experiences
by
Anne Ottenbreit-Leftwich
and
Peggy A Ertmer
The purpose of this presentation is to describe results of a research study conducted to examine ...
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The purpose of this presentation is to describe results of a research study conducted to examine teachers' and students' experiences with student-chosen technology-enhanced problem-based learning (PBL) units. According to Simons, Klein, and Brush (2004) problem-based ...
Students' perceptions of various instructional strategies in online discussions
by
Peggy A Ertmer
Ayesha Sadaf
, and
Dazhi Yang
Annual Meeting of the …
, 2009
Online discussion questions, which reflect differing instructional strategies, can take many form...
more
Online discussion questions, which reflect differing instructional strategies, can take many forms (e.g. article discussions, scenarios, case studies, controversial topics, debate) and it is important for designers and instructors to understand how the various strategies impact students' learning. For the purpose of this study three instructional strategies used in the development and implementation of online discussion questions were examined: a debate, a case-based discussion, and an open-ended (or article) discussion. Participants from the study were undergraduate students engaged in blended learning courses in the Teacher Education program at Purdue University. Using a mixed method approach the researcher investigated (1) students' perceptions of the advantages and limitations of online discussions within their courses, (2) students' perceptions of the various strategies, and (3) if there was a relationship between students' preferred strategy and their critical thinking scores (quality of responses) for that strategy.
Middle School Students in Technology-Enhanced Problem Based Learning: Experiences of High and Low Self-Directed Students
by
Jay Blackman
and
Peggy A Ertmer
Abstract Research has shown that students who perform well in problem-based learning environments...
more
Abstract Research has shown that students who perform well in problem-based learning environments tend to have strong self-directed learning skills, which involve the ability to manage time, develop plan, seek resources, and monitor their progress. And although students with low levels of self-direction may not have the strategies needed to perform well initially in this environment, specific pedagogical features of PBL are thought to facilitate the development of these skills. The purpose of this study is to present findings related to the ...
Examining the Barriers Encountered When Planning and Implementing Technology-Enhanced PBL In the Middle School Classroom
by
Jay Blackman
and
Peggy A Ertmer
TECHNOLOGY …
, 2005
Abstract: This research investigated the internal and external barriers teachers encounter when p...
more
Abstract: This research investigated the internal and external barriers teachers encounter when planning for and implementing problem-based learning (PBL) in the middle school classroom. Barriers occurring in the middle school studied were defined through the use ...
Examining Barriers Middle School Teachers Encountered in Technology Enhanced Problem-Based Learning
by
Scott P Schaffer
Peggy A Ertmer
, and
Jay Blackman
This study focused on the barriers that middle school teachers face when attempting to implement ...
more
This study focused on the barriers that middle school teachers face when attempting to implement technologyenhanced problem-based learning. We examined the perceptions of teachers, administrators, university faculty, and technical support staff to determine the relative importance of barriers to the implementation of technologyenhanced PBL. We determined the relative importance of the barriers to be in the order of lack of vision sharing, knowledge and skills, motivation, capacity, tools, expectations and rewards.
Examining Barriers Middle School Teachers Encountered In Technology-Enhanced Problem-Based Learning
by
Peggy A Ertmer
and
Scott P Schaffer
discover.education.purdue.edu
This study focused on the barriers that middle school teachers face when attempting to implement ...
more
This study focused on the barriers that middle school teachers face when attempting to implement technologyenhanced problem-based learning. We examined the perceptions of teachers, administrators, university faculty, and technical support staff to determine the relative importance of barriers to the implementation of technologyenhanced PBL. We determined the relative importance of the barriers to be in the order of lack of vision sharing, knowledge and skills, motivation, capacity, tools, expectations and rewards.
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Significant performance gaps exist between expert and typical PBL teachers, particularly in implementing successful PBL practices.
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Students' perceptions of various instructional strategies in online discussions
by
Dazhi Yang
James Lehman
, and
Peggy A Ertmer
Annual Meeting of the …
, 2009
Page 1. Students' Perceptions of Various Instructional Strategies in Online Discussi...
more
Page 1. Students' Perceptions of Various Instructional Strategies in Online Discussions Jennifer C. Richardson, Ph.D. Purdue University West Lafayette, IN
[email protected]
Abstract: Online discussion questions, which ...
Technology-using teachers: How powerful visions and student-centered beliefs fuel exemplary practice
annual meeting of the Society …
, 2000
This research examined the pedagogical beliefs and classroom practices of seventeen exemplary tec...
more
This research examined the pedagogical beliefs and classroom practices of seventeen exemplary technology-using teachers. Open-ended questionnaire, interview, and observation data were collected and analyzed to identify the beliefs and practices that were common, as well as distinct, across teachers. Findings suggest that teachers' exemplary technology practices were guided by strong pedagogical visions which were rooted in their beliefs about student-centered classrooms. Teachers' primary reasons for using technology related, not to extrinsic rewards, but to the many ways in which students benefited.
Technology Leadership: Shaping Administrators' Knowledge and Skills Through An Online Professional Development Course
… and Teacher Education …
, 2002
Abstract: This research examined changes in administrators' ideas about technology integrati...
more
Abstract: This research examined changes in administrators' ideas about technology integration and technology leadership while participating in an online professional development course. Eight administrators, enrolled in a semester-long course, participated in ...
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Online course boosted administrators' tech skills and expectations, promoting personal and collective visions of technology integration.
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STEMEdhub: Supporting STEM Education Initiatives via the HUBzero Platform
by
James Lehman
Ann Bessenbacher
, and
Peggy A Ertmer
Educational Technology
, 2015
Barriers to Teachers' Adoption and Use of Technology-Supported Learner-Centered Pedagogies
by
James Lehman
Jeff Cramer
, and
Peggy A Ertmer
Problem-based learning (PBL), a teaching/learning approach that relies o n ill-structured problem...
more
Problem-based learning (PBL), a teaching/learning approach that relies o n ill-structured problems to provide opportunities for student learning, can involve technology as a tool for acquiring, manipulating, and communicating information. In this session, we outline the professional development activities we have used over the last three years to support teachers' implementation of problem-based learning in their classrooms. Based on teacher interviews and PBL implementation data, we describe strategies that have worked, as well as those that haven't, and outline steps taken t o confront the various barriers teachers encounter as they attempt to incorporate learnercentered pedagogies, supported by technology, within traditional classroom practice.
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