Search results for author:"Peggy A Ertmer"
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Educational Technology Vol. 56, No. 1 (2016) pp. 3–13
Case-based instruction (CBI) offers a promising method for promoting problem-solving skills in learners. However, during CBI, the instructor shoulders major responsibility for shaping the learning that takes place. Research indicates that the...
Educational Technology Vol. 55, No. 2 (2015) pp. 31–34
Built as one of 60+ hubs on the HUBzero platform, STEMEdhub was developed in 2011 as a resource for research, education, and collaboration in STEM education. The hub currently supports 82 different groups. In this article, the authors describe two...
Educational Technology Vol. 56, No. 4 (2016) pp. 15–21
As higher education institutions move to incorporate more online learning into their long-term strategies, it is important for instructors to become adept at facilitating discussions in ways that engage learners, promote critical thinking, and...
Journal of Educational Technology Systems Vol. 30, No. 1 (2002) pp. 85–111
This two-year study explored the perceptions and roles of experienced elementary teachers (computer novices) as they learned and began using computer technology in their teaching. Results indicated participants' preferences for learning basic...
Facilitating Technology-Enhanced Problem-based Learning (PBL) in the Middle School Classroom: An Examination of How and Why Teachers Adapt
Peggy A. Ertmer; Krista D. Glazewski; Donna Jones; Anne Ottenbreit-Leftwich; Yuksel Goktas; Kelly Collins; Aslihan Kocaman
Journal of Interactive Learning Research Vol. 20, No. 1 (January 2009) pp. 35–54
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...
Removing obstacles to the pedagogical changes required by Jonassen's vision of authentic technology-enabled learning
Computers & Education Vol. 64, No. 1 (May 2013) pp. 175–182
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...
Computers & Education Vol. 59, No. 3 (November 2012) pp. 937–945
This qualitative study explored pre-service teachers' behavioral, normative, and control beliefs regarding their intentions to use Web 2.0 technologies in their future classrooms. The Theory of Planned Behavior (TPB) was used as the theoretical...
Computers & Education Vol. 55, No. 3 (November 2010) pp. 1321–1335
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...
Computers & Education Vol. 59, No. 2 (September 2012) pp. 423–435
Early studies indicated that teachers’ enacted beliefs, particularly in terms of classroom technology practices, often did not align with their espoused beliefs. Researchers concluded this was due, at least in part, to a variety of external barriers ...
Peggy A. Ertmer; Jennifer C. Richardson; James D. Lehman; Timothy J. Newby; Xi Cheng; Christopher Mong; Ayesha Sadaf
Journal of Educational Computing Research Vol. 43, No. 1 (2010) pp. 67–88
This study examined students' perceptions of peer feedback and learning in a large, undergraduate course that incorporated supplementary online discussions. Peer feedback (PF) was facilitated via an automated rating system, within Blackboard...
Journal of Research on Computing in Education Vol. 33, No. 5 (2001)
Examines the pedagogical beliefs and teaching practices of 17 exemplary technology-using teachers. Findings suggest exemplary technology use, as perceived and practiced by teachers, does not readily match descriptions of best practice provided in...
Journal of Research on Computing in Education Vol. 32, No. 1 (1999) pp. 54–72
Examines the relationships between first- (external) and second- (internal) order barriers to technology implementation by observing and interviewing several teachers within a single elementary school who had achieved varying levels of integration....
The Digital Age Literacy Professional Development Initiative: Factors Influencing Teachers' Implementation of Skills and Strategies
Teacher Education and Practice Vol. 20, No. 3 (2007) pp. 239–262
This research examines factors that influenced teachers' decisions to participate in professional development activities and, subsequently, to implement ideas gained through their participation. Twenty-four teachers who were employed by an urban...
Educational Technology Research and Development Vol. 47, No. 1 (1999) pp. 81–96
Describes a university/elementary school partnership where elementary school teachers were provided with professional support through monthly meetings, instructional support through two inservice workshops, and technical support in part by students (...
Journal of Research on Technology in Education Vol. 39, No. 1 (2006) pp. 66–80
This study investigated the effect of group discussions and question prompts on students' vicarious learning experiences. Vicarious experiences were delivered to 65 preservice teachers via VisionQuest, a Web site that provided examples of successful ...
Journal of Computing in Higher Education Vol. 26, No. 1 (April 2014) pp. 54–68
It is generally believed that new PhD graduates begin their first faculty positions having already outlined a research agenda that will guide their work during the next several years of their careers. Yet very little guidance is provided regarding...
Perceptions of the Value of Problem-Based Learning among Students with Special Needs and Their Teachers
Interdisciplinary Journal of Problem-based Learning Vol. 1, No. 2 (2006) pp. 1–18
While problem-based learning (PBL) has been found to be effective with gifted and average students (Hmelo-Silver, 2004), little is known about its impact on students with special needs. This study examines the perceptions of middle-school students...
Journal of Technology and Teacher Education Vol. 8, No. 1 (2000) pp. 69–84
The intent of this project was to create a community of learn-ers to facilitate the implementation of computer technologies in the elementary school curriculum. Our project plan was designed to lessen or eliminate common barriers to technolo-gy...
An Investigation of the Factors That Influence Preservice Teachers' Intentions and Integration of Web 2.0 Tools
Educational Technology Research and Development Vol. 64, No. 1 (2016) pp. 37–64
The purpose of the study was to investigate factors that predict preservice teachers' intentions and actual uses of Web 2.0 tools in their classrooms. A two-phase, mixed method, sequential explanatory design was used. The first phase explored...
One Pixel Short of a Frame: Lessons Learned from a Large-scale (Underfunded) Multimedia Development Project
AACE Journal Vol. 10, No. 2 (2002) pp. 3–27
Multimedia development in an academic environment poses both benefits and challenges to project directors and team members due to increased levels of flexibility and changing project roles. Based on our experiences designing and developing a CD...
Journal of Computing in Teacher Education Vol. 23, No. 2 (2007) pp. 55–61
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...
Educational Technology Research and Development Vol. 42, No. 3 (1994) pp. 45–62
Describes a study of undergraduates completing electronic mail and word processing tasks that investigated the effects of experience on attitudes toward computers and judgment of confidence, or self-efficacy. Use of the Computer Technologies Survey...
Educational Technology Research and Development Vol. 47, No. 4 (1999) pp. 47–61
Describes first-order (external, institutional) and second-order (internal, personal) barriers that hinder teachers' technology implementation efforts and delineates effective strategies for addressing each type. Highlights include defining a vision ...
Educational Technology Research and Development Vol. 53, No. 4 (2005) pp. 25–40
Although the conditions for successful technology integration finally appear to be in place, including ready access to technology, increased training for teachers, and a favorable policy environment, high-level technology use is still surprisingly...
Educational Technology Research and Development Vol. 64, No. 6 (2016) pp. 1013–1032
Massive open online courses (MOOCs) are often examined and evaluated in terms of institutional cost, instructor prestige, number of students enrolled, and completion rates. MOOCs, which are connecting thousands of adult learners from diverse...
Facilitation Strategies and Problem Space Coverage: Comparing Face-to-Face and Online Case-Based Discussions
Educational Technology Research and Development Vol. 66, No. 3 (2018) pp. 639–670
In this exploratory, descriptive study we examined how discussion goals were accomplished during face-to-face and online case-based discussions facilitated by the same co-instructors. An analysis of discussion transcripts suggests that despite...
Educational Technology Research and Development Vol. 62, No. 5 (October 2014) pp. 617–636
Case studies hold great potential for engaging students in disciplinary content. However, little is known about the extent to which students actually cover the problem space afforded by a particular case study. In this research, we compared the...
Facilitated versus Non-Facilitated Online Case Discussions: Comparing Differences in Problem Space Coverage
Journal of Computing in Higher Education Vol. 27, No. 2 (August 2015) pp. 69–93
The facilitator plays a key role in guiding students' efforts during case discussions. However, few studies have compared differences in learning outcomes for students participating in facilitated versus non-facilitated discussions. In this research,...
Educational Technology Research and Development Vol. 59, No. 6 (December 2011) pp. 841–863
Evidence suggests that experienced instructional designers often use heuristics and adapted models when engaged in the instructional design problem-solving process. This study used the Delphi technique to identify a core set of heuristics designers...
Student-Content Interactions in Online Courses: The Role of Question Prompts in Facilitating Higher-Level Engagement with Course Content
Journal of Computing in Higher Education Vol. 23, No. 2 (December 2011) pp. 157–186
This study examined the relationships among question types and levels and students' subsequent responses/interactions in online discussion forums. Question prompts were classified both by type, as outlined by Andrews ("POD Q J Prof Organ Dev Net...
Educational Technology Research and Development Vol. 49, No. 3 (2001) pp. 53–69
Proposes the use of specific coaching strategies to facilitate student use of expert-like problem-solving strategies while analyzing and solving instructional design case studies. At two universities, 37 students analyzed 6-10 case studies in class...
Students' Confidence and Perceived Value for Participating in Cross-Cultural Wiki-Based Collaborations
Educational Technology Research and Development Vol. 59, No. 2 (April 2011) pp. 213–228
An international wiki-based collaboration was integrated into a large introductory educational technology course enrolling 346 students, divided into 43 teams. Student teams participated in a 5-week project in which they created wiki chapters about...
Instructional Design, Facilitation, and Perceived Learning Outcomes: An Exploratory Case Study of a Human Trafficking MOOC for Attitudinal Change
Educational Technology Research and Development Vol. 64, No. 6 (2016) pp. 1273–1300
This exploratory case study describes the design and facilitation of a massive open online course (MOOC) for attitudinal change regarding human trafficking. It examines the course from the learners', instructor's, and instructional designer's...
Peggy A. Ertmer; Johannes Strobel; Xi Cheng; Xiaojun Chen; Hannah Kim; Larissa Olesova; Ayesha Sadaf; Annette Tomory
Journal of Computing in Higher Education Vol. 22, No. 2 (August 2010) pp. 73–94
The development of critical thinking is crucial in professional education to augment the capabilities of pre-professional students. One method for enhancing critical thinking is participation in role-playing simulation-based scenarios where students ...
Facilitating students' global perspectives: Collaborating with international partners using Web 2.0 technologies
Peggy A. Ertmer; Timothy J. Newby; Ji Hyun Yu; Wei Liu; Annette Tomory; Young Mi Lee; Emine Sendurur; Polat Sendurur
Internet and Higher Education Vol. 14, No. 4 (September 2011) pp. 251–261
This research was designed to explore the impact of a wiki-based international collaboration project on pre-service teachers' 1) cultural competencies, 2) comfort using technology, including Web 2.0 tools, to interact and collaborate with unknown...
Journal of Research on Technology in Education Vol. 42, No. 3 (2010) pp. 255–284
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 ...
Journal of Research on Technology in Education Vol. 40, No. 2 (2008) pp. 247–267
Although computers are now commonplace within our lives, integration within schools is much less ordinary. While access and training are no longer considered significant barriers, attention has turned to the potential influence of teachers' beliefs. ...
Journal of Research on Technology in Education Vol. 46, No. 2 (2013) pp. 103–128
In the education community, the Technological Pedagogical Content Knowledge (TPACK) framework has become a popular construct for examining the types of teacher knowledge needed to achieve technology integration. In accordance with Katz and Raths's ...
Exploring Factors that Predict Preservice Teachers' Intentions to Use Web 2.0 Technologies Using Decomposed Theory of Planned Behavior
Journal of Research on Technology in Education Vol. 45, No. 2 (2013) pp. 171–196
This study investigated factors that predict preservice teachers' intentions to use Web 2.0 technologies in their future classrooms. The researchers used a mixed-methods research design and collected qualitative interview data (n = 7) to triangulate ...
TechTrends: Linking Research and Practice to Improve Learning Vol. 59, No. 4 (July 2015) pp. 96–103
In this paper, we examine the role of the instructor during student-centered approaches, specifically those that are problem-centered, to outline effective strategies that are valuable for facilitating discussions. After describing the role of the...
Beyond the Foundations: The Role of Vision and Belief in Teachers' Preparation for Integration of Technology
TechTrends: Linking Research and Practice to Improve Learning Vol. 46, No. 5 (2002) pp. 34–38
Discussion of the successful adoption and use of information technology in education focuses on teacher's personal philosophical beliefs and how they influence the successful integration of technology. Highlights include beliefs and teacher behavior;...