Anne T Ottenbreit-Leftwich Profile Image
Anne T Ottenbreit-Leftwich
Associate Professor
Faculty
W.W. Wright Education Building Room Education 2220
Phone : (812) 856-8486
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Department:  Instructional Systems Technology
Affiliations:  Center for Evaluation and Educational Policy
Vita:  Click to View
 
About Me | Media
 

ABOUT ME

B.S. in Elementary Education, M.A. in Educational Technology, (Western Michigan University). Ph.D. in Educational Technology, (Purdue University). Associate Professor of Education in the Instructional Systems Technology Department. Teacher Certification in Elementary Education (PreK-6), and Science/Mathematics (6-8).

Work experience includes: Purdue University as a teaching assistant and research assistant in the Educational Technology Department, an employee for Purdue's Center for Instructional Excellence, and Professor PC as an instructional designer.

Research interests focus on: Preservice and inservice teacher education; technology integration teacher education; service learning; learning communities; and open educational resources as they apply to P-16 education.

Dr. Anne Ottenbreit-Leftwich is an Associate Professor of Instructional Systems Technology at Indiana University – Bloomington. Dr. Ottenbreit-Leftwich’s expertise lies in the areas of the design of digital curriculum resources, the use of technology to support pre-service teacher training, and development/implementation of professional development for teachers and teacher educators. Dr. Ottenbreit-Leftwich has experience working on large-scale funded projects, including projects supported by the U.S. Department of Education. Her current research focuses on teachers’ value beliefs related technology and how those beliefs influence teachers’ technology uses and integration. She also has been working on computer science education research, specifically how to support teachers' professional development to teach CS (both preservice and inservice). She is currently working on a projects associated with K-12 teachers' uses of technology, particularly PD coaching models in 1:1 iPad environments. 




DEGREES

  • Ph.D. Educational Technology, May 2007, Purdue University, West Lafayette, IN
  • M.A. Educational Technology, August 2003, Western Michigan University, Kalamazoo, MI
  • B.S. Elementary Education, April 2002, Western Michigan University, Kalamazoo, MI 

AWARDS

  • OER UITS Faculty Fellow for Open Education Resources
  • Kopcha, T., Ottenbreit-Leftwich, A., Jung, J., &
  • Baser, D. (2014, April). Convergent and discriminant validity among two technological, pedagogical, and content knowledge (TPACK) measures. Paper presented at the American Educational Research Association Conference, Philadelphia, PA.

PUBLICATIONS

  • Newby, T.J., Stepich, D. A., Lehman, J.D., Russell, J.D., Ottenbreit-Leftwich, A.T. (2010). Instructional technology for teaching and learning: Designing instruction, integrating computers, and using media (5th ed). Englewood Cliffs, NJ: Prentice-Hall.
  • Ertmer, P.A., Ottenbreit-Leftwich, A.T. (2010). Teacher technology change. How knowledge, beliefs, and culture intersect. Journal of Research on Technology in Education, 42(3), 221-251.
  • Sabir, N., Ottenbreit-Leftwich, A. (2014). Expanding the classroom with educational technology: A case study of a Cuban polytechnic high school. World Journal on Educational Technology, 6(3), 249-264. [R]
  • +Gyabak, K., Ottenbreit-Leftwich, A., Ray, J. (2015). Teachers using designerly thinking in K-12 online course design. Journal of Online Learning Research, 1(3), 253-274.
  • Ottenbreit-Leftwich, A. T., Glazewski, K. D., Newby, T. J. (2010). Preservice technology integration course revision: A conceptual guide. Journal of Technology and Teacher Education, 18(1), 5-33.
  • Ottenbreit-Leftwich, A.T.(2011). The importance of using subject-specific technology uses to teach TPACK: A case study. In D. Polly, C. Mims, K. Perschitte (Eds.), Creating Technology-Rich Teacher Education Programs: Key Issues (pp. 152-169). Hershey, PA: IGI Global.
  • Ertmer, P., Ottenbreit-Leftwich, A., Sadik, O., Sendurur, E., Sendurur, P. (2012). Teacher beliefs and technology integration practices: A critical relationship. Computers and Education, 59(2), 423-435.
  • +vanLeusen, P.,Ottenbreit-Leftwich, A.T, Brush, T. (2016). Interpersonal consulting skills: developing effective relationships with online faculty. TechTrends.
  • Tondeur, J., van Braak, J., Sang, G., Voogt, J., Fisser, P., Ottenbreit-Leftwich, A. (2012).Preparing pre-service teachers to integrate technology in education: A synthesis of qualitative evidence. Computers and Education, 59(1), 134-144.
  • Ertmer, P.A., Ottenbreit-Leftwich, A.T. (2013) Removing obstacles to the pedagogical changes required by Jonassens vision ofauthentic technology-enabled learning.Computers and Education, 64, 175-182.
  • Richardson, J. C., Ertmer, P., Aagard, H., Ottenbreit, A. Yang, D. (2007). Factors influencing teachers implementation of digital age literacy skills and strategies. Teacher Education Practice, 20(3), 239-262.
  • Ottenbreit-Leftwich, A.T.,Millard, M., vanLeusen, P. (2011). Instructional technical and pedagogical design: Teaching future teachers educational technology. In A. Olofsson O. Lindberg (Ed.), Informed design of educational technologies in higher education: Enhanced learning and teaching (pp. 452-473). Hershey, PA: IGI Global.
  • Ottenbreit-Leftwich, A.,Brush, T., Strycker, J., Gronseth, S., Roman, T., Abaci, S., van Leusen, P., Shin, S., Easterling, W., Plucker, J. (2012). Preparation versus practice: How do teacher education programs and practicing teachers align in their use of technology to support teaching and learning" Computers and Education, 59(2), 399-411.
  • +Ottenbreit-Leftwich, A., Brush, T., Strycker, J., Gronseth, S., Roman, T., Abaci, S., van Leusen, P., Shin, S., Easterling, W., Plucker, J. (2012). Preparation versus practice: How do teacher education programs and practicing teachers align in their use of technology to support teaching and learning" Computers and Education, 59(2), 399-411. [R]
  • Ottenbreit-Leftwich, A.T. (2012). The importance of using subject-specific technology uses to teach TPACK: A case study. In D. Polly, C. Mims, K. Perschitte (Eds.), Creating Technology-Rich Teacher Education Programs: Key Issues (pp. 152-169). Hershey, PA: IGI Global. [T]
  • Roman, T., Ottenbreit-Leftwich, A.(2016). Comparison of parent and teacher perceptions of essential website features and elementary teacher website practice: Implications for teacher communication practice.Journal of Digital Learning in Teacher Education, 32(1), 13-25.
  • Tondeur, J., van Braak, J., Sang, G., Voogt, J., Fisser, P., Ottenbreit-Leftwich, A. (2012).Preparing pre-service teachers to integrate technology in education: A synthesis of qualitative evidence. Computers and Education, 59(1), 134-144. [R]
  • Ottenbreit-Leftwich, A. T., Glazewski, K. D., Newby, T. J., Ertmer, P. A. (2010). Teacher value beliefs associated with using technology: Addressing professional and student needs. Computers and Education, 55(3), 1321-1335.
  • Ertmer, P., Ottenbreit-Leftwich, A. Tonduer, J (2015). Teacher beliefs and uses of technology to support 21st century teaching and learning. In H. Five M. Gills (Eds.), International Handbook of Research on Teachers Beliefs. New York, NY: Routledge.
  • Ottenbreit-Leftwich, A., Ertmer, P., Tonduer, J. (2015). Interpretation of research on technology integration in teacher education: Preparation and current practices. In M. Valcke (Ed.), Interpretation in Educational Research: An International Handbook.
  • Ertmer, P. A., Simons, K. D., Jones, D., Ottenbreit-Leftwich, A., Goktas, Y., Collins, K., Kocaman, A. (2009). Facilitating technology-enhanced PBL in the K-12 classroom: An examination of how and why teachers adapt. International Journal of Learning Technology. 20(1), 35-54.
  • +Ertmer, P., Ottenbreit-Leftwich, A., Sadik, O., Sendurur, E., Sendurur, P. (2012). Teacher beliefs and technology integration practices: A critical relationship. Computers and Education, 59(2), 423-435. [R]
  • Tondeur, J., van Braak, J., Sang, G., Voogt, J., Fisser, P., Ottenbreit-Leftwich, A. (in press).Preparing pre-service teachers to integrate technology in education: A synthesis of qualitative evidence
  • Kopcha, T., Ottenbreit-Leftwich, A.T., Jung, J., Derya, K. (2014). Examining the TPACK Framework through the convergent and discriminant validity of two measures. Computers and Education, 78, 87-96.
  • Gronseth, S., Brush, T., Ottenbreit-Leftwich, A., Strycker, J., Abaci, S., Easterling, W., Roman, T., Shin, S., van Leusen, P. (2010). Equipping the next generation of teachers: Technology preparation and practice. Journal of Digital Learning in Teacher Education.
  • Ertmer, P. A., Ottenbreit-Leftwich, A. T., York, C. S. (2006). Exemplary Technology-using Teachers: Perceptions of Factors Influencing Success. Journal of Computing in Teacher Education, 23(2).
  • Ertmer, P., Ottenbreit-Leftwich, A. Tonduer, J (2015). Teacher beliefs and uses of technology to support 21st century teaching and learning. In H. Five M. Gills (Eds.), International Handbook of Research on Teachers Beliefs. New York, NY: Routledge.
  • Ottenbreit-Leftwich, A. T., Simons, K. D. (2007). Technology toolkits: An answer to integration at the preservice level. Michigan Association for Computer Users in Learning Journal, 27(4), 42-44.
  • Plucker, J.P., Ottenbreit-Leftwich, A.T. (2010). Knowledge is where you make it: A response to Ghassib. Gifted and Talented International, 25(1), 89-94.

GRANT FUNDING

  • PBL-Tech: Using Web 2.0 Resources to Support Problem-Based Curricular Innovations in Pre-Service Teacher Education.
  • Evaluation of Indiana?s Enhancing Education Through Technology (EETT) Program.

ASSOCIATIONS

  • Journal of Research on Technology in Education: JRTE Editorial Board
  • Journal of Research on Technology in Education: I am on the editorial board for the Journal of Research on Technology in Education
  • Contemporary Issues in Technology and Teacher Education: I am on the editorial board for the Contemporary Issues in Technology and Teacher Education online journal.
  • School of Education - Learning and Technology Committee - Chair: I served as the Chair for the Learning and Technology Committee.
  • State Representative for Indiana's Exploring Computer Education Pathways: The Expanding Computing Education Pathways (ECEP) Alliance builds on five years of work by the Commonwealth Alliance for IT Education (CAITE) and Georgia Computes! and on best practices in computing education, particularly those developed in the community of Broadening Participation in Computing (BPC) Alliances. CAITE and Georgia Computes! have been successful in facilitating state-level systemic change that has improved the quality of computing education, broadened participation in computing, and increased the number of students in the pathway to computing and computing-intensive degrees.
  • Association for Educational Communications and Technology - Teacher Education Division: President-Elect for the Teacher Education Division. In charge of planning for 2012 conference.
  • UITS: Faculty Fellow for Open Education Resources for all 8 IU Campuses through UITS
  • Teacher Education Committee: Chair of the Teacher Education Committee

MEDIA
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