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Contributions of Dr. Peggy Ertmer: a Career Worthy of Recognition

  • Holly FiockEmail author
Column: History Corner

Early in her career, Dr. Peggy Ertmer was sparked by finding alternative teaching methods to bridge the gap between her students’ performance and potential learning outcomes. As she established herself in the field of learning design and technology, the path for connecting learners with meaningful, relevant content started to become evident. These manifestations spurred interest in student-centered learning strategies such as reflective summaries, guided practice opportunities, portfolio assessment methods, hands-on collaborative research activities, and case- and problem-based instruction. For over four decades, Dr. Ertmer has contributed to the fields of learning design and technology (LDT) and education through teaching, researching, publishing, and presenting her research findings on student-centered instructional approaches and strategies.

The Road to Academia

Dr. Ertmer graduated with a Bachelor of Arts in elementary education from the University of Denver in 1973; after...

Notes

References

  1. 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.CrossRefGoogle Scholar
  2. 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.CrossRefGoogle Scholar
  3. 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.CrossRefGoogle Scholar
  4. Ertmer, P. A., & Newby, T. J. (1996). The expert learner: Strategic, self-regulated, and reflective. Instructional Science, 24(1), 1–24.CrossRefGoogle Scholar
  5. Ertmer, P. A., & Ottenbreit-Leftwich, A. (2010). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of Research on Technology in Education, 42(3), 255–284.CrossRefGoogle Scholar

Copyright information

© Association for Educational Communications & Technology 2019

Authors and Affiliations

  1. 1.Purdue UniversityWest LafayetteUSA

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