Peer-Reviewed Journal Articles 

61.Woo, L., Archambault, L., & Borup, J. (in press). Exploring the evolution of field experiences in P-12 online settings: A systematic review of studies from 2007-2022. Journal of Research on Technology in Education. https://doi.org/10.1080/15391523.2023.2237612 [online ahead of print]

60. Borup, J., Velasquez, R. Q., Graham, C. R., Archambault, L., & Kimmons, R. (2023). Incremental improvements: Examining instructional changes and rationales of K-12 online teachers using the PICRAT and 4E frameworks. Journal of Technology and Teacher Education, 30(4), 431-459. https://www.learntechlib.org/p/221531

59. Dalal, M., Archambault, L., & Carberry, A. (2023). Exploring the use of Futures, Values, Systems, and Strategic Thinking among Engineering Education Research Collaborators. Journal of Engineering Education. https://doi.org/10.1002/jee.20511

58. Harris, L. M., Archambault, L. & Shelton, C. (2023). Issues of quality on Teachers Pay  Teachers: An exploration of best-selling U.S. history resources. Journal of Research on Technology in Education. 55(4), 608-627. https://doi.org/10.1080/15391523.2021.2014373

57. Merritt, E., Weinberg, A., & Archambault, L. (2023). Exploring energy through the lens of equity: Funds of knowledge conveyed through video-based discussion. International Journal of Science and Mathematics Education. https://doi.org/10.1007/s10763-023-10352-3

56. Shelton, C., Archambault, L., & Harris, L. (2023) The quest for quality within an online educational marketplace: Indicators of expert-evaluated quality in U.S. history activities, Journal of Digital Learning in Teacher Education. https://10.1080/21532974.2023.2210318 

55. Woo, J., & Archambault, L. (2023). Examining the remote teaching experiences of international educators during the COVID-19 pandemic. Journal of Online Learning Research. https://www.learntechlib.org/primary/p/220908/

54. Archambault, L.  & Hale, A. (2022). Thought processes and practices for meaningful change: A framework for analyzing sustainability challenges using futures, values, systems, and strategic thinking. Pathways to Research in Sustainability.

53. Archambault, L., Leary, H., & Rice, K. (2022). Pillars of online pedagogy: A Framework for Teaching in Online Learning Environments. Educational Psychologist.   https://doi.org/10.1080/00461520.2022.2051513

52. Shelton, C. & Archambault, L. (2022). Educators engaging in online educational marketplaces: A vision for teacher education to prepare critical consumers, careful creators, and discerning professionals. Journal of Technology and Teacher Education. 30(2), 155-166. https://www.learntechlib.org/p/221214/

 51. Dalal, M., Archambault, L., & Shelton, C. (2021). Fostering the growth of TPACK among international teachers through a semester-long professional development experience. Australasian Journal of Educational Technology, 37(1), 43-56. https://doi.org/10.14742/ajet.5964

 50. Dalal, M., Carberry, A., & Archambault, L. (2021). Developing a ways of thinking framework for engineering education research. Studies in Engineering Education, 1(2), 108-125. http://doi.org/10.21061/see.38

 49. Harris, L. M., Archambault, L., & Shelton, C. (2021). Getting serious about Sourcing Information: Considerations for Teachers and Teacherpreneurs. Social Education. 85(5). 260-  266. https://www.socialstudies.org/social-education/85/5

48. Lowenthal, P., West, R., Archambault, L., Borup, J., & Belt, E. (2021). Faculty perceptions of using synchronous video-based communication technology. Online Learning Journal, 25(4), 74-103. https://doi.org/10.24059/olj.v25i4.2890

47. Dalal, M., Archambault, L., & Shelton, C. (2021). Fostering the growth of TPACK among international teachers through a semester-long professional development experience. Australasian Journal of Educational Technology, 37(1), 43-56. https://doi.org/10.14742/ajet.5964

46. Dalal, M., Carberry, A., & Archambault, L. (2021). Developing a ways of thinking framework for engineering education research. Studies in Engineering Education, 1(2), 108-125. http://doi.org/10.21061/see.38

45. Harris, L., Archambault, L., & Shelton, C. (2021). Getting Serious About Sourcing Information: Considerations for Teachers and Teacherpreneurs. Social Education. 85(5). 260-266. https://www.socialstudies.org/social-education/85/5/getting-serious-about-sourcing-informationconsiderations-teachers

44. Shelton, C., Geiger, T., & Archambault, L. (2021). Becoming a better teacher through online teacherpreneurship? Factors influencing online teacherpreneurs’ perceived gains in teaching practice (Invited). Elementary School Journal.​ https://doi.org/10.1086/715521

43. Vargas Wright, J., Archambault, L., & Savenye, W. (2021). Parents caring, sharing, and learning together online: An examination of information seeking and learning strategies utilized in an online health-related support group. Journal of Applied Instructional Design. 10(3). https://dx.doi.org/10.51869/103/jvwlaws

42. 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, 68, 807–832. https://doi.org/10.1007/s11423-020-09744-x

41. Borup, J., Jensen, M., Archambault, L., Short, C. R., & Graham, C. R. (2020). Supporting students during COVID-19: Developing and leveraging academic communities of engagement in a time of crisis. Journal of Technology and Teacher Education, 28(2), 161-169.

40. Hale, A., Archambault, L., & Wenrick, L. (2020). Lessons from within: Redesigning higher education. Development and Learning in Organizations. 34(2), 37-40. https://doi.org/10.1108/DLO-09-2019-0203

39. Lowenthal, P., Borup, J., West, R. & Archambault, L. (2020). Thinking Beyond Zoom: Using Asynchronous Video to Maintain Connection and Engagement During the COVID-19 Pandemic. Journal of Technology and Teacher Education, 28(2), 383-391. https://www.learntechlib.org/primary/p/216192/

38. Shelton, C., & Archambault, L. (2020). Learning from and about elite online teacherpreneurs: A qualitative examination of key characteristics, school environments, practices, and impacts. Teachers College Record. https://www.tcrecord.org/Content.asp?ContentId=23322

37. Weinberg, A. E., Trott, C. D.., Wakefield, W., Merritt, E. M., Archambault, L. (2020). Looking inward, outward, and forward: Exploring the process of transformative learning in teacher education for a sustainable future. Sustainability Science. https://doi.org/10.1007/s11625-020-00831-9

36. 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. https://doi.org/10.3390/su11010155

35. Shelton, C. & Archambault, L. (2019a). 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). https://doi.org/10.1080/15391523.2019.1666757

34. Shelton, C., & Archambault, L. (2019b). Discovering how teachers build virtual relationships and develop as professionals through online teacherpreneurship. Journal of Interactive Learning Research. 29(4), 579-602. https://www.learntechlib.org/primary/p/178250/.

33. 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). https://catalyst.greenschoolsnationalnetwork.org/gscatalyst/june_2018/MobilePagedArticle.action?articleId=1405315#articleId1405315

32. 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. https://bit.ly/JAID_7_1 

31. 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. https://doi.org/10.2478/dcse-2018-0002

30. Richter, J., Hale, A., & Archambault, L. (2018). Responsible innovation and education: Beyond integrating values and technology in the classroom. Journal of Responsible Innovation, 6(1), 98-103(Invited). https://doi.org/10.1080/23299460.2018.1510713

29. Shelton, C., & Archambault, L. (2018). Discovering how teachers build virtual relationships and develop as professionals through online teacherpreneurship. Journal of  Interactive Learning Research. https://www.learntechlib.org/primary/p/178250/

28. 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/ 

27. 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, 49(3-4), 117-133. https://doi.org/10.1080/15391523.2017.1314780

26. 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. https://doi.org/10.1177/0973408217725861

25. 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. https://doi.org/10.5408/16-177.1

24. 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. https://doi.org/10.1080/21532974.2016.1276871

23. 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. https://doi.org/10.24059/olj.v20i3.975

22. 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. https://www.learntechlib.org/primary/p/174116/

21. 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. https://doi.org/10.1007/s11528-016-0082-z

20. 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.  https://www.learntechlib.org/primary/p/149852/ 

19. 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/wordpress/wp-content/uploads/2015/01/Warren-et-al.-JSE-May-2014-With-Hyperlinks-Rider-corrected.pdf

18. 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. https://doi.org/10.4018/ijopcd.2014010101

17. 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. https://www.learntechlib.org/primary/p/112361/

16. 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. https://doi.org/10.1080/15391523.2013.10782611

15. Carlson, D. L. & Archambault, L. (2013). Technological pedagogical content knowledge and teaching poetry: Preparing preservice teachers to integrate content with voicethread technology. Teacher Education & Practice, 26(1), 117-137. https://www.learntechlib.org/p/114019/

14. Crippen, K. J., Archambault, L., & Kern, C. L. (2013). The nature of laboratory learning experiences in secondary science online. Research in Science Education, 43(3), 1029-1050. https://doi.org/10.1007/s11165-012-9301-6

13. 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) https://bit.ly/JAID2_1

12. Crippen, K. J., & Archambault, L. (2012). Scaffolded inquiry-based instruction with technology: A signature pedagogy for STEM education. Computers in the Schools, 29(1-2), 157-173. https://doi.org/10.1080/07380569.2012.658733 (Invited)

11. Kennedy, K. & Archambault, L. (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. https://doi.org/10.1177/0022487111433651

10. Archambault, L. (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. https://www.learntechlib.org/primary/p/31410/

9. Schrader, P.G., Archambault, L., & 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. https://www.learntechlib.org/primary/p/35993/

8. Archambault, L. & Barnett, J.H. (2010). Revisiting technological pedagogical content knowledge: Exploring the TPACK Framework. Computers & Education, 55(4), 1656-1662. https://doi.org/10.1016/j.compedu.2010.07.009

7. Archambault, L., 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. https://doi.org/10.1080/21532974.2010.10784651

6. Barnett, J.H. & Archambault, L. (2010). The gaming effect:  How massive multiplayer online games incorporate principles of economics. TechTrends, 54(6), 29-35. https://doi.org/10.1007/s11528-010-0451-y 

5. Archambault, L. & 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. https://doi.org/10.1080/15391523.2009.10782535 

4. Archambault, L. & 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

3. Archambault, L. & Crippen, K.J. (2007). The sites teachers choose: A gauge of classroom web use. Contemporary Issues in Technology and Teacher Education, 7(2). Retrieved from http://www.citejournal.org/vol7/iss2/general/article1.cfm

2.  Crippen, K. J., Archambault, L., 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. https://doi.org/10.1080/15391523.2009.10782535

1. 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. https://doi.org/10.1007/BF02504517