Publications
Peer-Reviewed Journal Articles
Borup, J., Graham, C., West, R., Archambault, L., & Wakefield, W. (2020). Academic Communities of Engagement: An Expansive Lens for Examining Support Structures in Blended and Online Learning. Educational Technology Research and Development. Advance online publication. doi: https://doi.org/10.1007/s11423-020-09744-x
Hale, A., Archambault, L., & Wenrick, L. (in press). Lessons from within: Redesigning higher education. Development and Learning in Organizations. 34(2), 37-40.
Shelton, C., & Archambault, L. (accepted). Learning from and about elite online teacherpreneurs: A qualitative examination of key characteristics, school environments, practices, and impacts. Teachers College Record.
Shelton, C. & Archambault, L. (2019). Who are online teacherpreneurs and what do they do? A survey of Content Creators on TeachersPayTeachers.com. Journal of Research on Technology in Education, 51(3). DOI:10.1080/15391523.2019.1666757
Merritt, E., Hale, A., & Archambault, L. (2019). Changes in Pre-Service Teachers’ Values, Sense of Agency, Motivation and Consumption Practices: A Case Study of an Education for Sustainability Course. Sustainability, 11(1), 1-15.
Shelton, C., & Archambault, L. (2019). Discovering how teachers build virtual relationships and develop as professionals through online teacherpreneurship. Journal of Interactive Learning Research. 29(4), 579-602.
Archambault, L., Hale, A., Merritt, E. (2018). Breaking Through Barriers: Using the Sustainability Education Framework for Teachers to Build Sustainability Literacy in K-12 Classrooms. Green Schools Catalyst Quarterly, VI, 63-71. (Invited)
Archambault, L., Hale, A. E., & Shelton, C. C. (2018). Using digital stories to address sustainability literacy: Designing a university hybrid course to inspire and engage millennial learners. Journal of Applied Instructional Design, 7(1), 17-25.
Merritt, E., Archambault, L., & Warren, A. (2018). Sustainability education in elementary classrooms: Reported practices of alumni from a preservice teacher course. Discourse and Communication for Sustainable Education, 9(1), 18-35.
Richter, J., Hale, A., & Archambault, L. (2018). Responsible innovation and education: Beyond integrating values and technology in the classroom. Journal of Responsible Innovation, 1-6. (Invited).
Shelton, C., & Archambault, L. (in press). Discovering how teachers build virtual relationships and develop as professionals through online teacherpreneurship. Journal of Interactive Learning Research
Archambault, L., Bergstorm, K., Bollmann-Zuberbuhler, B., Burns, H., Cirillo, J., Cloud, J., … Withycombe, L. (2017). Education for a sustainable future: Benchmarks for individual and social learning. Journal of Sustainability Education. Retrieved from http://www.susted.com/wordpress/special-project-education-for-a-sustainable-future-benchmarks/ (Invited)
Dalal, M., Archambault, L., & Shelton, C. (2017). Professional development for international teachers: Examining TPACK and technology integration decision-making. Journal of Research on Technology in Education, DOI: 10.1080/15391523.2017.1314780
Foley, R., Archambault, L., & Warren, A. (2017). Learning outcomes in sustainability education among future elementary school teachers. International Journal of Sustainability in Higher Education, 11(1), 33-51.
Hale, A., Shelton, C., Richter, J. & Archambault, L. (2017). Integrating Geoscience and Sustainability: Engaging Elementary Teachers in Science Education. Journal of Geoscience Education Special Edition on Sustainability, 65(2), 101-112.
Shelton, C., Archambault, L., & Hale, A. (2017). Bringing digital storytelling to the elementary classroom: Video production for preservice teachers. Journal of Digital Learning in Teacher Education, 33(2), 58-68.
Archambault, L. & Kennedy, K. (2016). Moving Forward and Moving On: Continuing the Mission of K-12 Online Education Research. Journal of Online Learning Research, 2(3), 201-203.
Archambault, L., Kennedy, K., & Friedhoff, J. (2016). Accountability for students in K-12 online learning: Perspectives from Michigan stakeholders and beyond. Online Learning Journal. 20(3), 126-139.
Archambault, L., Kennedy, K., Shelton, C., Dalal, M., McAllister, L., & Huyett, S. (2016). Incremental Progress: Re-examining Field Experiences in K-12 Online Learning Contexts in the United States. Journal of Online Learning Research, 2(3), 303-326.
Kennedy, K. & Archambault, L. (2016). Forging New Frontiers: Exploring Uncharted Territory in the Field of K-12 Online and Blended Learning. Journal of Online Learning Research, 2(1), 1-2.
Shelton, C., Warren, A. & Archambault, L. (2016). Exploring the use of interactive digital storytelling video: promoting student engagement in a university hybrid course. TechTrends, 60(5), 465-474.
Archambault, L. & Larson, J. (2015). Pioneering the digital age of instruction: Learning from and about K-12 online teachers. Journal of Online Learning Research, 1(1), 49-83.
Kennedy, K. & Archambault, L. (2015). Bridging the Gap Between Research and Practice in Online Learning. Journal of Online Learning Research, 1(1), 5-7.
Warren, A., Archambault, L., & Foley, R., (2015). Sustainability Education Framework for Teachers: Developing sustainability literacy through futures, values, systems, and strategic thinking. Journal of Sustainability Education. Retrieved from http://www.jsedimensions.org/
Archambault, L. (2014). Teaching virtually: Strategies and challenges in the 21st century online classroom. International Journal of Online Pedagogy and Course Design, 4(1), 1-15.
Archambault, L., DeBruler, K., and Freidhoff, J. (2014). K-12 online and blended teacher licensure: Striking a balance between policy and preparedness. Journal of Technology and Teacher Education, 22(1), 83-106.
Archambault, L., Kennedy, K., & Bender, S. (2013). Cyber-truancy: Addressing issues of attendance in the digital age. Journal of Research on Technology in Education, 46(1), 1-28.
Carlson, D. L. & Archambault, L. M. (2013). Technological pedagogical content knowledge and teaching poetry: Preparing preservice teachers to integrate content with voicethread technology. Teacher Education & Practice, 26(1), 117-137.
Crippen, K. J., Archambault, L. M., & Kern, C. L. (2013). The nature of laboratory learning experiences in secondary science online. Research in Science Education, 43(3), 1029-1050.
Kennedy, K. & Archambault, L. (2012). Design and development of field experiences in K-12 online learning environments. Journal of Applied Instructional Design, 2(1), 35-49. (Invited)
Crippen, K. J., & Archambault, L. M. (2012). Scaffolded inquiry-based instruction with technology: A signature pedagogy for STEM education. Computers in the Schools, 29(1-2), 157-173. doi: 10.1080/07380569.2012.658733 (Invited)
Kennedy, K. & Archambault, L. M. (2012). Offering pre-service teachers field experiences in K-12 online learning: A national survey of teacher education programs. Journal of Teacher Education, 63(3), 185-200. doi:10.1177/0022487111433651
Archambault, L. M. (2011). The practitioner’s perspective on teacher education: Preparing for the K-12 online classroom. Journal of Technology and Teacher Education, 19(1), 73-91.
Schrader, P.G., Archambault, L. M., & Oh-Young, C. (2011). Training by gaming: Preparing teachers of today for tomorrow’s learning environments. Journal of Technology and Teacher Education, 19(3), 261-286.
Archambault, L. M. & Barnett, J.H. (2010). Revisiting technological pedagogical content knowledge: Exploring the TPACK Framework. Computers & Education, 55(4), 1656-1662.
Archambault, L. M., Wetzel, K., Foulger, T.S., & Williams, M.K. (2010). Professional development 2.0: Transforming teacher education pedagogy with 21st century tools. Journal of Digital Learning in Teacher Education, 27(1), 4–11.
Barnett, J.H. & Archambault, L. M. (2010). The gaming effect: How massive multiplayer online games incorporate principles of economics. TechTrends, 54(6), 29-35.
Archambault, L. M. & Crippen, K.J. (2009). K-12 distance educators at work: Who’s teaching online across the United States. Journal of Research on Technology in Education, 41(4), 363-391.
Archambault, L. M. & Crippen, K.J. (2009). Examining TPACK among K-12 online distance educators in the United States. Contemporary Issues in Technology and Teacher Education, 9(1). Retrieved from
http://www.citejournal.org/vol9/iss1/general/article2.cfm
Archambault, L. M. & Crippen, K.J. (2007). The sites teachers choose: A gauge of classroom web use. Contemporary Issues in Technology and Teacher Education (CITE Journal), 7(2). Retrieved from http://www.citejournal.org/vol7/iss2/general/article1.cfm
Crippen, K. J., Archambault, L. M., Ford, M.S., & Levitt, G.A. (2004). Curriculum carts and collaboration: A model for training secondary science teachers. Journal of Science Education Technology. 13(3), 325-331.
Strudler, N., Archambault, L. M., Bendixen, L., Anderson, D. & Weiss, R. (2003). Project THREAD: Technology helping restructure educational access and delivery. Educational Technology Research and Development, 51(1), 39-54.
Hale, A., Archambault, L., & Wenrick, L. (in press). Lessons from within: Redesigning higher education. Development and Learning in Organizations. 34(2), 37-40.
Shelton, C., & Archambault, L. (accepted). Learning from and about elite online teacherpreneurs: A qualitative examination of key characteristics, school environments, practices, and impacts. Teachers College Record.
Shelton, C. & Archambault, L. (2019). Who are online teacherpreneurs and what do they do? A survey of Content Creators on TeachersPayTeachers.com. Journal of Research on Technology in Education, 51(3). DOI:10.1080/15391523.2019.1666757
Merritt, E., Hale, A., & Archambault, L. (2019). Changes in Pre-Service Teachers’ Values, Sense of Agency, Motivation and Consumption Practices: A Case Study of an Education for Sustainability Course. Sustainability, 11(1), 1-15.
Shelton, C., & Archambault, L. (2019). Discovering how teachers build virtual relationships and develop as professionals through online teacherpreneurship. Journal of Interactive Learning Research. 29(4), 579-602.
Archambault, L., Hale, A., Merritt, E. (2018). Breaking Through Barriers: Using the Sustainability Education Framework for Teachers to Build Sustainability Literacy in K-12 Classrooms. Green Schools Catalyst Quarterly, VI, 63-71. (Invited)
Archambault, L., Hale, A. E., & Shelton, C. C. (2018). Using digital stories to address sustainability literacy: Designing a university hybrid course to inspire and engage millennial learners. Journal of Applied Instructional Design, 7(1), 17-25.
Merritt, E., Archambault, L., & Warren, A. (2018). Sustainability education in elementary classrooms: Reported practices of alumni from a preservice teacher course. Discourse and Communication for Sustainable Education, 9(1), 18-35.
Richter, J., Hale, A., & Archambault, L. (2018). Responsible innovation and education: Beyond integrating values and technology in the classroom. Journal of Responsible Innovation, 1-6. (Invited).
Shelton, C., & Archambault, L. (in press). Discovering how teachers build virtual relationships and develop as professionals through online teacherpreneurship. Journal of Interactive Learning Research
Archambault, L., Bergstorm, K., Bollmann-Zuberbuhler, B., Burns, H., Cirillo, J., Cloud, J., … Withycombe, L. (2017). Education for a sustainable future: Benchmarks for individual and social learning. Journal of Sustainability Education. Retrieved from http://www.susted.com/wordpress/special-project-education-for-a-sustainable-future-benchmarks/ (Invited)
Dalal, M., Archambault, L., & Shelton, C. (2017). Professional development for international teachers: Examining TPACK and technology integration decision-making. Journal of Research on Technology in Education, DOI: 10.1080/15391523.2017.1314780
Foley, R., Archambault, L., & Warren, A. (2017). Learning outcomes in sustainability education among future elementary school teachers. International Journal of Sustainability in Higher Education, 11(1), 33-51.
Hale, A., Shelton, C., Richter, J. & Archambault, L. (2017). Integrating Geoscience and Sustainability: Engaging Elementary Teachers in Science Education. Journal of Geoscience Education Special Edition on Sustainability, 65(2), 101-112.
Shelton, C., Archambault, L., & Hale, A. (2017). Bringing digital storytelling to the elementary classroom: Video production for preservice teachers. Journal of Digital Learning in Teacher Education, 33(2), 58-68.
Archambault, L. & Kennedy, K. (2016). Moving Forward and Moving On: Continuing the Mission of K-12 Online Education Research. Journal of Online Learning Research, 2(3), 201-203.
Archambault, L., Kennedy, K., & Friedhoff, J. (2016). Accountability for students in K-12 online learning: Perspectives from Michigan stakeholders and beyond. Online Learning Journal. 20(3), 126-139.
Archambault, L., Kennedy, K., Shelton, C., Dalal, M., McAllister, L., & Huyett, S. (2016). Incremental Progress: Re-examining Field Experiences in K-12 Online Learning Contexts in the United States. Journal of Online Learning Research, 2(3), 303-326.
Kennedy, K. & Archambault, L. (2016). Forging New Frontiers: Exploring Uncharted Territory in the Field of K-12 Online and Blended Learning. Journal of Online Learning Research, 2(1), 1-2.
Shelton, C., Warren, A. & Archambault, L. (2016). Exploring the use of interactive digital storytelling video: promoting student engagement in a university hybrid course. TechTrends, 60(5), 465-474.
Archambault, L. & Larson, J. (2015). Pioneering the digital age of instruction: Learning from and about K-12 online teachers. Journal of Online Learning Research, 1(1), 49-83.
Kennedy, K. & Archambault, L. (2015). Bridging the Gap Between Research and Practice in Online Learning. Journal of Online Learning Research, 1(1), 5-7.
Warren, A., Archambault, L., & Foley, R., (2015). Sustainability Education Framework for Teachers: Developing sustainability literacy through futures, values, systems, and strategic thinking. Journal of Sustainability Education. Retrieved from http://www.jsedimensions.org/
Archambault, L. (2014). Teaching virtually: Strategies and challenges in the 21st century online classroom. International Journal of Online Pedagogy and Course Design, 4(1), 1-15.
Archambault, L., DeBruler, K., and Freidhoff, J. (2014). K-12 online and blended teacher licensure: Striking a balance between policy and preparedness. Journal of Technology and Teacher Education, 22(1), 83-106.
Archambault, L., Kennedy, K., & Bender, S. (2013). Cyber-truancy: Addressing issues of attendance in the digital age. Journal of Research on Technology in Education, 46(1), 1-28.
Carlson, D. L. & Archambault, L. M. (2013). Technological pedagogical content knowledge and teaching poetry: Preparing preservice teachers to integrate content with voicethread technology. Teacher Education & Practice, 26(1), 117-137.
Crippen, K. J., Archambault, L. M., & Kern, C. L. (2013). The nature of laboratory learning experiences in secondary science online. Research in Science Education, 43(3), 1029-1050.
Kennedy, K. & Archambault, L. (2012). Design and development of field experiences in K-12 online learning environments. Journal of Applied Instructional Design, 2(1), 35-49. (Invited)
Crippen, K. J., & Archambault, L. M. (2012). Scaffolded inquiry-based instruction with technology: A signature pedagogy for STEM education. Computers in the Schools, 29(1-2), 157-173. doi: 10.1080/07380569.2012.658733 (Invited)
Kennedy, K. & Archambault, L. M. (2012). Offering pre-service teachers field experiences in K-12 online learning: A national survey of teacher education programs. Journal of Teacher Education, 63(3), 185-200. doi:10.1177/0022487111433651
Archambault, L. M. (2011). The practitioner’s perspective on teacher education: Preparing for the K-12 online classroom. Journal of Technology and Teacher Education, 19(1), 73-91.
Schrader, P.G., Archambault, L. M., & Oh-Young, C. (2011). Training by gaming: Preparing teachers of today for tomorrow’s learning environments. Journal of Technology and Teacher Education, 19(3), 261-286.
Archambault, L. M. & Barnett, J.H. (2010). Revisiting technological pedagogical content knowledge: Exploring the TPACK Framework. Computers & Education, 55(4), 1656-1662.
Archambault, L. M., Wetzel, K., Foulger, T.S., & Williams, M.K. (2010). Professional development 2.0: Transforming teacher education pedagogy with 21st century tools. Journal of Digital Learning in Teacher Education, 27(1), 4–11.
Barnett, J.H. & Archambault, L. M. (2010). The gaming effect: How massive multiplayer online games incorporate principles of economics. TechTrends, 54(6), 29-35.
Archambault, L. M. & Crippen, K.J. (2009). K-12 distance educators at work: Who’s teaching online across the United States. Journal of Research on Technology in Education, 41(4), 363-391.
Archambault, L. M. & Crippen, K.J. (2009). Examining TPACK among K-12 online distance educators in the United States. Contemporary Issues in Technology and Teacher Education, 9(1). Retrieved from
http://www.citejournal.org/vol9/iss1/general/article2.cfm
Archambault, L. M. & Crippen, K.J. (2007). The sites teachers choose: A gauge of classroom web use. Contemporary Issues in Technology and Teacher Education (CITE Journal), 7(2). Retrieved from http://www.citejournal.org/vol7/iss2/general/article1.cfm
Crippen, K. J., Archambault, L. M., Ford, M.S., & Levitt, G.A. (2004). Curriculum carts and collaboration: A model for training secondary science teachers. Journal of Science Education Technology. 13(3), 325-331.
Strudler, N., Archambault, L. M., Bendixen, L., Anderson, D. & Weiss, R. (2003). Project THREAD: Technology helping restructure educational access and delivery. Educational Technology Research and Development, 51(1), 39-54.
