Dr. Anne Ottenbreit-Leftwich received her PhD in Educational Technology with emphasis in Teacher Education from Purdue University in 2007. She is the Barbara B. Jacobs Chair in Education and Technology and a Professor of Instructional Systems Technology within the School of Education, as well as an Adjunct Professor of Computer Science at Indiana University - Bloomington. She is a researcher, writer, keynote speaker, and international presenter on the topics of technology integration, computer science, teacher beliefs, education policy, professional development, and teacher training. Much of Dr. Leftwhich's work focuses on the development of K-12 resources, professional development, and the implementation of technology and computer science in these grades.

Dr. Leftwhich has 82 publications, co-authored six books, worked on eight book chapters, and has presented at dozens of conferences around the country and the world. She was a member and proposal reviewer for the American Educational Research Association, is a proposal reviewer for the Association for Educational Communications and Technology, is a member of the Computer Science Teachers Association, served as a Special Issue Guest Editor for the Journal of Technology and Teacher Education, and was the chair for the conference committee of the International Society for Technology in Education.

Highly cited publications:

• Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher Technology Change: How Knowledge, Confidence, Beliefs, and Culture Intersect. Journal of Research on Technology in Education, 42(3), 255–284. https://doi.org/10.1080/15391523.2010.10782551

• Ertmer, P. A., Ottenbreit-Leftwich, A. T., Sadik, O., Sendurur, E., & Sendurur, P. (2012). Teacher beliefs and technology integration practices: A critical relationship. Computers & Education, 59(2), 423–435.

• Tondeur, J., Van Braak, J., Ertmer, P. A., & Ottenbreit-Leftwich, A. (2017). Understanding the relationship between teachers’ pedagogical beliefs and technology use in education: A systematic review of qualitative evidence. Educational Technology Research and Development, 65(3), 555–575. https://doi.org/10.1007/s11423-016-9481-2

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