Faculty Profiles

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.

Selected Publications

• 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., 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.
• Ertmer, P. A., & Glazewski, K. D. (2019). Scaffolding in PBL environments: Structuring and problematizing relevant task features. In N. Dabbagh, M. Moallem, & W. Hung (Eds.), Wiley Handbook of Problem-based Learning (pp. 321-342). Malden, MA: Wiley.
• Glazewski, K. D., & Ertmer, P. A. (2020). Fostering complex problem solving for diverse learners: Engaging an ethos of intentionality toward equitable access. Educational Technology Research and Development, (68), 679-702.