Peggy A. Ertmer

A two‑phase mixed‑methods study grounded in the decomposed Theory of Planned Behavior examined predictors of preservice teachers’ intentions and actual use of Web 2.0 tools. Perceived usefulness, self‑efficacy, and student expectations most strongly predicted intentions and classroom use; intentions were positively related to subsequent behavior.

This mixed‑methods study examined a two‑week professional development workshop in which 21 pre‑ and in‑service teachers engaged in and designed STEM‑focused problem‑based learning units on sustainable energy. Pre/post tests and surveys, daily reflections, and focus groups indicated significant gains in energy content knowledge, confidence for implementing PBL, and science teaching efficacy. Implications highlight the value of PD experiences that integrate disciplinary STEM content with PBL pedagogy, especially for rural teachers.

Revisits and republishes the 1993 analysis of behaviorism, cognitivism, and constructivism, updating the discussion and reaffirming how multiple learning theories can inform instructional decision‑making across varied contexts.

Using the Theory of Planned Behavior, this qualitative study explores pre‑service teachers’ behavioral, normative, and control beliefs about employing Web 2.0 tools. Beliefs about usefulness for learning and engagement, perceived ease of use, and perceived expectations of digital‑age learners influenced intentions to use these tools in future practice.

This multiple case study revisits alignment between teachers’ pedagogical beliefs and technology practices. Twelve award‑winning K‑12 teachers were purposively sampled and interviewed, with website analyses triangulating evidence of classroom practices. Results show close alignment for most: student‑centered beliefs underpinned student‑centered technology practices (e.g., authenticity, choice, collaboration) even amid resource or policy constraints. Teachers cited internal enablers (attitudes, problem‑solving mindsets) and supportive networks as pivotal. The authors recommend professional development focused on facilitating changes in teachers’ attitudes and beliefs.

Reports on a 5‑week international wiki project in a large introductory educational technology course. Pre/post surveys and focus groups (expectancy‑value framework) showed significant gains in students’ confidence and perceived value for using web tools to collaborate with international peers, alongside insights on barriers and success strategies.

Using a hermeneutic phenomenology approach with award‑winning teachers, the study identifies value beliefs that underlie classroom technology use. Teachers adopted technologies to meet professional needs (e.g., efficiency, materials development) and student needs (e.g., engagement, comprehension), with decisions anchored in a core belief of promoting student learning; implications for professional development are discussed.

Despite increases in access and training, technology is still underused to support powerful instruction. This article examines technology integration through the lens of the teacher as an agent of change and synthesizes literature on four interrelated variables: knowledge, self‑efficacy, pedagogical beliefs, and subject/school culture. The authors argue that teachers’ mindsets must evolve to view teaching as inseparable from the appropriate use of ICT resources to facilitate student learning, with implications for teacher education and professional development.

This exploratory study investigated whether structured peer feedback could improve the quality of students’ postings in online course discussions. In a large graduate course, students used an automated peer‑rating system within discussion forums. Analyses comparing pre‑course and post‑course postings (using Bloom’s taxonomy) indicated that quality was maintained or improved with peer feedback, even though learners expressed preferences for instructor feedback. Students reported that giving peer feedback reinforced their learning and supported higher‑level understanding.

Although conditions for successful technology integration (access, training, policy) have improved, high‑level classroom use remains surprisingly low. This conceptual article argues that teachers’ pedagogical beliefs constitute a key, often overlooked barrier. After defining and describing the nature of teacher beliefs and how they may shape classroom practice, the paper outlines implications for teacher professional development and proposes directions for research linking teachers’ beliefs to technology use and instructional change.

Teachers’ efforts to integrate technology are constrained by external, first‑order barriers (e.g., access, time, training) and internal, second‑order barriers (e.g., beliefs, confidence, value perceptions). Traditional training has focused on first‑order barriers; newer programs address pedagogy to confront second‑order barriers. This article clarifies relationships between barrier types and delineates practical strategies to circumvent, overcome, and eliminate them so that pre‑ and in‑service teachers can effectively integrate technology in their teaching.

Presents a model of expert learning in which metacognitive knowledge about cognitive, motivational, and environmental strategies enables learners to select, monitor, and regulate their strategies through ongoing reflection, thereby improving learning effectiveness and transfer.

An exploratory study of 58 first‑year veterinary students examined how learners with high vs. low levels of self‑regulation responded to and approached case‑based instruction in a biochemistry laboratory course. Interviews over the semester revealed differences in motivational responses (interest, perceived value, confidence) and approaches (goal orientations, evaluative lens, self‑awareness, openness to challenge, perceived knowledge, contextual vulnerability). The findings illuminate how reflective self‑regulation shapes students’ engagement and learning in case‑based environments.

Compares behaviorist, cognitivist, and constructivist views of learning and distills practical implications for instructional design. The article argues designers should understand each perspective’s view of learning processes and apply strategies that best fit a given problem and context rather than adopting a single doctrine.