Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies
if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the
same subfield and year (this is the minimum needed to enter the top 1%, not the average
within it), or reaches the top citation threshold in at least one of its specific research
topics.
Teacher pedagogical beliefs: The final frontier in our quest for technology integration?
Countries citing papers authored by Peggy A. Ertmer
Since
Specialization
Citations
This map shows the geographic impact of Peggy A. Ertmer's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Peggy A. Ertmer with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Peggy A. Ertmer more than expected).
This network shows the impact of papers produced by Peggy A. Ertmer. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Peggy A. Ertmer. The network helps show where Peggy A. Ertmer may publish in the future.
Co-authorship network of co-authors of Peggy A. Ertmer
This figure shows the co-authorship network connecting the top 25 collaborators of Peggy A. Ertmer.
A scholar is included among the top collaborators of Peggy A. Ertmer based on the total number of
citations received by their joint publications. Widths of edges
represent the number of papers authors have co-authored together.
Node borders
signify the number of papers an author published with Peggy A. Ertmer. Peggy A. Ertmer is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
All Works
20 of 20 papers shown
1.
Barneveld, Angela van, et al.. (2016). Posting with intentionality in online instruction: Supporting instructors' facilitation efforts. Educational Technology archive. 56(4). 15–21.2 indexed citations
2.
Koehler, Adrie A. & Peggy A. Ertmer. (2016). Using Web 2.0 Tools to Facilitate Case-Based Instruction: Considering the Possibilities.. Educational Technology archive. 56(1). 3–13.5 indexed citations
Mong, Christopher & Peggy A. Ertmer. (2013). Addressing STEM Education Needs: The Case for Adopting a PBL Approach.. Educational Technology archive. 53(3). 12–21.5 indexed citations
6.
Ertmer, Peggy A. & Anne Ottenbreit‐Leftwich. (2010). Teacher Technology Change. Journal of Research on Technology in Education. 42(3). 255–284.1327 indexed citations breakdown →
7.
Weibelzahl, Stephan, et al.. (2008). Adaptive or Collaborative Learning. Munich Personal RePEc Archive (Ludwig Maximilian University of Munich). 2008(1). 5474–5477.1 indexed citations
8.
Bai, Hua & Peggy A. Ertmer. (2008). Teacher Educators’ Beliefs and Technology Uses as Predictors of Preservice Teachers’ Beliefs and Technology Attitudes. The Journal of Technology and Teacher Education. 16(1). 93–112.66 indexed citations
9.
Ertmer, Peggy A., et al.. (2008). Perceived Value of Online Discussions: Perceptions of Engineering and Education Students. EdMedia: World Conference on Educational Media and Technology. 2008(1). 4679–4687.8 indexed citations
10.
Ertmer, Peggy A., et al.. (2006). Increasing the Impact of Vicarious Learning Experiences through the Use of Small Group Discussions and Question Prompts. Society for Information Technology & Teacher Education International Conference. 2006(1). 1685–1689.1 indexed citations
11.
Ertmer, Peggy A., Anne Ottenbreit‐Leftwich, & Cindy S. York. (2006). Exemplary Technology-using Teachers. Journal of Computing in Teacher Education. 23(2). 55–61.135 indexed citations
12.
Park, Sung‐Hee, et al.. (2004). Implementation of a Technology-Enhanced Problem-Based Learning Curriculum: A Year-Long Study of Three Teachers.. 2004(1).3 indexed citations
13.
Ertmer, Peggy A., et al.. (2003). Impact of Vicarious Learning Experiences and Goal Setting on Preservice Teachers' Self-Efficacy for Technology Integration: A Pilot Study. NSUWorks (Nova Southeastern University). 2003(1). 2360.5 indexed citations
14.
Ertmer, Peggy A., et al.. (2003). Today's Coaches Prepare Tomorrow's Mentors: Sustaining the Results of Professional Development.. The Academy of Educational Leadership Journal. 10(2). 97.2 indexed citations
15.
Ertmer, Peggy A., et al.. (2002). Using Electronic Models To Increase Preservice Teachers' Ideas And Confidence For Technology Integration. Society for Information Technology & Teacher Education International Conference. 2002(1). 1314–1318.2 indexed citations
16.
Ertmer, Peggy A.. (2001). Responsive Instructional Design: Scaffolding the Adoption and Change Process.. Educational Technology archive. 41(6). 33–38.48 indexed citations
17.
Ertmer, Peggy A., et al.. (2000). Technology-Using Teachers: How Powerful Visions and Student-Centered Beliefs Fuel Exemplary Practice. Society for Information Technology & Teacher Education International Conference. 2000(1). 1519–1524.13 indexed citations
18.
Cennamo, Katherine S., et al.. (2000). Creating a community of technology users: students become technology experts for teachers and peers. 8(1). 69–84.19 indexed citations
Ertmer, Peggy A., et al.. (1997). Students as Technology Experts: A "Bottom-Up" Approach to Teacher Technology Development. American Educational Research Association Annual Meeting. 1997(1).1 indexed citations
Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive
bibliographic database. While OpenAlex provides broad and valuable coverage of the global
research landscape, it—like all bibliographic datasets—has inherent limitations. These include
incomplete records, variations in author disambiguation, differences in journal indexing, and
delays in data updates. As a result, some metrics and network relationships displayed in
Rankless may not fully capture the entirety of a scholar's output or impact.