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Leanna Archambault
Arizona State University

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Journal article
Published: 06 January 2021 in Studies in Engineering Education
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Article: Developing a Ways of Thinking Framework for Engineering Education Research

ACS Style

Medha Dalal; Adam Carberry; Leanna Archambault. Developing a Ways of Thinking Framework for Engineering Education Research. Studies in Engineering Education 2021, 1, 108 .

AMA Style

Medha Dalal, Adam Carberry, Leanna Archambault. Developing a Ways of Thinking Framework for Engineering Education Research. Studies in Engineering Education. 2021; 1 (2):108.

Chicago/Turabian Style

Medha Dalal; Adam Carberry; Leanna Archambault. 2021. "Developing a Ways of Thinking Framework for Engineering Education Research." Studies in Engineering Education 1, no. 2: 108.

Articles
Published: 23 August 2019 in Journal of Research on Technology in Education
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Online teacherpreneurship occurs when current or former P-12 teachers distribute their original classroom resources and ideas through online educational marketplaces such as TeachersPayTeachers.com (TpT). Online teacherpreneurs’ materials have become prolific in classrooms, but little is known about these individuals or their practice. This study sought to understand the characteristics, school environments, practices, and impacts of teacherpreneurship through a survey of TpT sellers (n = 412). Descriptive results show that online teacherpreneurs were predominantly female, white, highly educated, and experienced practitioners. They viewed themselves as helpful, hard-working, creative, and organized. Most separated their school and business work, and they spent considerable time creating educational resources, collaborating with teachers online, and building their business. Online teacherpreneurs reported experiencing improvements to their teaching practice and teacher leadership opportunities. (Keywords: online teacherpreneurs, professional learning networks, social media, teacher leadership)

ACS Style

Catharyn C. Shelton; Leanna M. Archambault. Who Are Online Teacherpreneurs and What Do They Do? A Survey of Content Creators on TeachersPayTeachers.com. Journal of Research on Technology in Education 2019, 51, 398 -414.

AMA Style

Catharyn C. Shelton, Leanna M. Archambault. Who Are Online Teacherpreneurs and What Do They Do? A Survey of Content Creators on TeachersPayTeachers.com. Journal of Research on Technology in Education. 2019; 51 (4):398-414.

Chicago/Turabian Style

Catharyn C. Shelton; Leanna M. Archambault. 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, no. 4: 398-414.

Journal article
Published: 29 December 2018 in Sustainability
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Teacher education has a critical role to play as people around the world strive to reach the Sustainable Development goals. Education for sustainability (EfS) aims to motivate and prepare educators to create a more sustainable future through education. The purpose of this case study was to explore pre-service teachers’ changes in their values, sense of agency, consumption practices and motivation after participation in a required EfS course. Students were enrolled in a hybrid course that conveyed content through digital stories followed by reflections, in-class discussions and activities. Ninety-one undergraduate students completed pre- and post-course surveys. Students reported significant changes in their beliefs about the relevance of sustainability education, attitudes toward sustainable development, self-efficacy, locus of control and sustainable consumption practices. Qualitative analysis of an open-ended question served to triangulate quantitative findings. Results support the need and potential for EfS courses for educators, particularly in the United States where such courses are not typically required or even offered at most universities.

ACS Style

Eileen Merritt; Annie Hale; Leanna Archambault. Changes in Pre-Service Teachers’ Values, Sense of Agency, Motivation and Consumption Practices: A Case Study of an Education for Sustainability Course. Sustainability 2018, 11, 155 .

AMA Style

Eileen Merritt, Annie Hale, Leanna Archambault. Changes in Pre-Service Teachers’ Values, Sense of Agency, Motivation and Consumption Practices: A Case Study of an Education for Sustainability Course. Sustainability. 2018; 11 (1):155.

Chicago/Turabian Style

Eileen Merritt; Annie Hale; Leanna Archambault. 2018. "Changes in Pre-Service Teachers’ Values, Sense of Agency, Motivation and Consumption Practices: A Case Study of an Education for Sustainability Course." Sustainability 11, no. 1: 155.

Journal article
Published: 25 September 2018 in Journal of Responsible Innovation
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ACS Style

Jennifer Richter; Annie E. Hale; Leanna M. Archambault. Responsible innovation and education: integrating values and technology in the classroom. Journal of Responsible Innovation 2018, 6, 98 -103.

AMA Style

Jennifer Richter, Annie E. Hale, Leanna M. Archambault. Responsible innovation and education: integrating values and technology in the classroom. Journal of Responsible Innovation. 2018; 6 (1):98-103.

Chicago/Turabian Style

Jennifer Richter; Annie E. Hale; Leanna M. Archambault. 2018. "Responsible innovation and education: integrating values and technology in the classroom." Journal of Responsible Innovation 6, no. 1: 98-103.

Journal article
Published: 26 May 2018 in Discourse and Communication for Sustainable Education
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The article reflects results from a web-based survey of early career teachers who had taken a required, hybrid course focused on sustainability science. Many alumni reported early efforts to integrate sustainability topics and ways of thinking into their K-8 classrooms. Teachers reported modeling of classroom behaviors that promoted sustainability more than implementing sustainability into the curriculum. Read-aloud books and videos were used frequently, suggesting the need for available high quality children’s books and videos on sustainability topics. Supports that were most helpful to teachers included school-wide initiatives, curricular and instructional resources, like-minded colleagues and supportive administrators. Lack of time and alignment with curricula were barriers that hindered some teachers’ progress, suggesting the importance of systemic curricular reform that brings awareness to the Sustainable Development Goals.

ACS Style

Eileen G. Merritt; Leanna Archambault; Annie E. Hale. Sustainability Education in Elementary Classrooms: Reported Practices of Alumni from a Pre-Service Teacher Course. Discourse and Communication for Sustainable Education 2018, 9, 18 -35.

AMA Style

Eileen G. Merritt, Leanna Archambault, Annie E. Hale. Sustainability Education in Elementary Classrooms: Reported Practices of Alumni from a Pre-Service Teacher Course. Discourse and Communication for Sustainable Education. 2018; 9 (1):18-35.

Chicago/Turabian Style

Eileen G. Merritt; Leanna Archambault; Annie E. Hale. 2018. "Sustainability Education in Elementary Classrooms: Reported Practices of Alumni from a Pre-Service Teacher Course." Discourse and Communication for Sustainable Education 9, no. 1: 18-35.

Journal article
Published: 11 May 2017 in Journal of Research on Technology in Education
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ACS Style

Medha Dalal; Leanna Archambault; Catharyn Shelton. Professional Development for International Teachers: Examining TPACK and Technology Integration Decision Making. Journal of Research on Technology in Education 2017, 49, 117 -133.

AMA Style

Medha Dalal, Leanna Archambault, Catharyn Shelton. Professional Development for International Teachers: Examining TPACK and Technology Integration Decision Making. Journal of Research on Technology in Education. 2017; 49 (3):117-133.

Chicago/Turabian Style

Medha Dalal; Leanna Archambault; Catharyn Shelton. 2017. "Professional Development for International Teachers: Examining TPACK and Technology Integration Decision Making." Journal of Research on Technology in Education 49, no. 3: 117-133.

Journal article
Published: 01 May 2017 in Journal of Geoscience Education
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Coupling the study of sustainability with geoscience may enable students to explore science in a more sophisticated way by examining the social–technological–ecological relationships that exist between human–nonhuman and flora–fauna–land interactions. Elementary educators are a population capable of making these issues come to life for today's youngest citizens, who will ultimately become tomorrow's changemakers. This study explores Sustainability Science for Teachers, a semester-long hybrid course designed to enable future teachers to engage in sustainability and science concepts while developing their understanding of science from the human perspective and in which an issues-based curriculum underpins social and biosphere responsibility. The course's Water unit is explored as a case study of the melding of sustainability and geoscience to engage teachers in a more nuanced understanding of science education. The unit's curriculum is presented and its design process is explained, followed by a cross-sectional analysis of student outcomes. Data from preservice teachers enrolled in the course, as well as course alumni, were collected over a 4-y period. A mixed methods evaluation of teachers' opinions and products indicate that the Water unit facilitated the development of new understanding and new ways of thinking about teaching their future students. Opportunities and challenges for fusing the geosciences, sustainability concepts, and preservice teacher education in a novel and impactful fashion are discussed.

ACS Style

Annie E. Hale; Catharyn C. Shelton; Jennifer Richter; Leanna M. Archambault. Integrating Geoscience and Sustainability: Examining Socio-Techno-Ecological Relationships Within Content Designed to Prepare Teachers. Journal of Geoscience Education 2017, 65, 101 -112.

AMA Style

Annie E. Hale, Catharyn C. Shelton, Jennifer Richter, Leanna M. Archambault. Integrating Geoscience and Sustainability: Examining Socio-Techno-Ecological Relationships Within Content Designed to Prepare Teachers. Journal of Geoscience Education. 2017; 65 (2):101-112.

Chicago/Turabian Style

Annie E. Hale; Catharyn C. Shelton; Jennifer Richter; Leanna M. Archambault. 2017. "Integrating Geoscience and Sustainability: Examining Socio-Techno-Ecological Relationships Within Content Designed to Prepare Teachers." Journal of Geoscience Education 65, no. 2: 101-112.

Book chapter
Published: 17 March 2017 in The Wiley Handbook of School Choice
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Virtual schooling is a form of school choice that leverages the connection of the internet to offer educational opportunities to students (Clark, 2001). This chapter examines the history of virtual schooling, the various models that currently exist, and factors that influence parental decision to pursue virtual schooling as an alternative. It explores educational policy related to K-12 online education with a focus on a number of states with school choice policy and programs that have led to the expansion of virtual schooling in recent years. In addition, the limited research surrounding the effectiveness of virtual schooling is discussed, along with a description of how the theory of transactional distance applies to online interaction among students, parents, and teachers. Finally, controversial issues surrounding virtual schooling as well as areas for future research are reviewed.

ACS Style

Leanna Archambault; Kathryn Kennedy. Making the Choice to go Online. The Wiley Handbook of School Choice 2017, 4, 384 -402.

AMA Style

Leanna Archambault, Kathryn Kennedy. Making the Choice to go Online. The Wiley Handbook of School Choice. 2017; 4 ():384-402.

Chicago/Turabian Style

Leanna Archambault; Kathryn Kennedy. 2017. "Making the Choice to go Online." The Wiley Handbook of School Choice 4, no. : 384-402.

Journal article
Published: 02 March 2017 in Journal of Digital Learning in Teacher Education
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This study presents and evaluates a 7-week learning experience embedded in a required content-area course in a teacher preparation program, in which 31 preservice elementary teachers produced digital storytelling videos and considered how this approach may apply to their future classrooms. Qualitative and quantitative data from preservice teachers' entry and exit surveys and their completed digital stories were analyzed. Results show that in spite of technology and content challenges, all preservice teachers created appropriate videos, reported an increased appreciation for the pedagogical value of digital storytelling, and reported increased interest in using the approach with future students. For future teachers, digital storytelling production experiences can be a salient demonstration of engaging with interdisciplinary topics via relevant technological mediums.

ACS Style

Catharyn C. Shelton; Leanna M. Archambault; Annie E. Hale. Bringing Digital Storytelling to the Elementary Classroom: Video Production for Preservice Teachers. Journal of Digital Learning in Teacher Education 2017, 33, 58 -68.

AMA Style

Catharyn C. Shelton, Leanna M. Archambault, Annie E. Hale. Bringing Digital Storytelling to the Elementary Classroom: Video Production for Preservice Teachers. Journal of Digital Learning in Teacher Education. 2017; 33 (2):58-68.

Chicago/Turabian Style

Catharyn C. Shelton; Leanna M. Archambault; Annie E. Hale. 2017. "Bringing Digital Storytelling to the Elementary Classroom: Video Production for Preservice Teachers." Journal of Digital Learning in Teacher Education 33, no. 2: 58-68.

Research article
Published: 01 March 2017 in Journal of Education for Sustainable Development
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Universities and colleges around the world are exploring ways of reorganizing curricula to educate future leaders in sustainability. Preservice teachers hold tremendous potential to introduce concepts of sustainability far earlier than post-secondary education. However, there is little research of such efforts to yield changes in future elementary school classrooms. This article shares a new, required course—Sustainability Science for Teachers (SSFT)—that is designed to present sustainability topics to preservice teachers. Using the course as a case, we ask: Do preservice teachers acquire skills and content knowledge in sustainability, and does that experience translate to elementary classrooms? Pre- and post-test data from 234 students and a follow-up survey with 103 respondents offers evidence towards addressing this question. Analysis shows preservice teachers gain skills in systems thinking and develop content knowledge in sustainability. This study suggests sustainability is being introduced into elementary classrooms after preservice teachers were required to take a course in sustainability.

ACS Style

Rider W. Foley; Leanna M. Archambault; Annie E. Hale; Hsiang-Kai Dong. Learning Outcomes in Sustainability Education Among Future Elementary School Teachers. Journal of Education for Sustainable Development 2017, 11, 33 -51.

AMA Style

Rider W. Foley, Leanna M. Archambault, Annie E. Hale, Hsiang-Kai Dong. Learning Outcomes in Sustainability Education Among Future Elementary School Teachers. Journal of Education for Sustainable Development. 2017; 11 (1):33-51.

Chicago/Turabian Style

Rider W. Foley; Leanna M. Archambault; Annie E. Hale; Hsiang-Kai Dong. 2017. "Learning Outcomes in Sustainability Education Among Future Elementary School Teachers." Journal of Education for Sustainable Development 11, no. 1: 33-51.

Journal article
Published: 08 July 2016 in Online Learning
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Policy surrounding K-12 online learning continues to evolve as the field grows exponentially. In Michigan, Section 21f of the State School Aid Act enacted in 2013 strengthened parents’ and students’ ability to request online courses: “A student enrolled in a district in any of grades 6 to 12 is eligible to enroll in an online course as provided for in this section.” The passing of 21f raised concerns around accountability in a choice environment. Examples of such concerns included a pervasive belief about the lack of rigor or quality in online courses, an aversion to another district educating a student for one or two courses yet remaining responsible for that student’s growth, and uncertainty about how mentors and teachers would be evaluated on their online students. Consequently, a legislative directive was issued to the Michigan Virtual Learning Research Institute, the research arm of Michigan Virtual University that centered on accountability. In response to that directive, Michigan stakeholders, as well as experts from other course access states and national organizations, were interviewed to better understand the conversations surrounding accountability in K-12 online learning in Michigan and beyond and to make key recommendations for moving the field forward in an informed way. Data were analyzed using thematic analysis. Implications for research, policy, and practice are shared.

ACS Style

Leanna Archambault; Kathryn Kennedy; Joe Freidhoff. Accountability for Students in K-12 Online Learning: Perspectives from Michigan Stakeholders and Beyond. Online Learning 2016, 20, 1 .

AMA Style

Leanna Archambault, Kathryn Kennedy, Joe Freidhoff. Accountability for Students in K-12 Online Learning: Perspectives from Michigan Stakeholders and Beyond. Online Learning. 2016; 20 (3):1.

Chicago/Turabian Style

Leanna Archambault; Kathryn Kennedy; Joe Freidhoff. 2016. "Accountability for Students in K-12 Online Learning: Perspectives from Michigan Stakeholders and Beyond." Online Learning 20, no. 3: 1.

Journal article
Published: 04 June 2016 in TechTrends
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ACS Style

Catharyn C. Shelton; Annie E. Warren; Leanna M. Archambault. Exploring the Use of Interactive Digital Storytelling Video: Promoting Student Engagement and Learning in a University Hybrid Course. TechTrends 2016, 60, 465 -474.

AMA Style

Catharyn C. Shelton, Annie E. Warren, Leanna M. Archambault. Exploring the Use of Interactive Digital Storytelling Video: Promoting Student Engagement and Learning in a University Hybrid Course. TechTrends. 2016; 60 (5):465-474.

Chicago/Turabian Style

Catharyn C. Shelton; Annie E. Warren; Leanna M. Archambault. 2016. "Exploring the Use of Interactive Digital Storytelling Video: Promoting Student Engagement and Learning in a University Hybrid Course." TechTrends 60, no. 5: 465-474.

Chapter
Published: 01 January 2015 in Curriculum Design and Classroom Management
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This chapter reviews the current research on the educational, training, and demographic characteristics of those involved in teaching K-12 online. Although very few colleges of education incorporate any aspect of teaching online into their curricula, the existing online teacher preparation programs are discussed. Past and ongoing research reveals a dramatic disconnect between: (a) the rapidly expanding expectations for and implementation of online education at the K-12 levels and (b) the surprisingly limited extent to which teachers are actually being educated, trained, and otherwise prepared to function in this challenging new educational environment. The implications for teacher education programs and current K-12 virtual schools are clear. Effective online teaching techniques must be defined, empirically proven, and efficiently implemented by both future and current K-12 online teachers.

ACS Style

Jean Larson; Leanna Archambault; Information Resources Management Association. The Ever-Evolving Educator. Curriculum Design and Classroom Management 2015, 1494 -1515.

AMA Style

Jean Larson, Leanna Archambault, Information Resources Management Association. The Ever-Evolving Educator. Curriculum Design and Classroom Management. 2015; ():1494-1515.

Chicago/Turabian Style

Jean Larson; Leanna Archambault; Information Resources Management Association. 2015. "The Ever-Evolving Educator." Curriculum Design and Classroom Management , no. : 1494-1515.

Chapter
Published: 01 January 2015 in Advances in Early Childhood and K-12 Education
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This chapter reviews the current research on the educational, training, and demographic characteristics of those involved in teaching K-12 online. Although very few colleges of education incorporate any aspect of teaching online into their curricula, the existing online teacher preparation programs are discussed. Past and ongoing research reveals a dramatic disconnect between: (a) the rapidly expanding expectations for and implementation of online education at the K-12 levels and (b) the surprisingly limited extent to which teachers are actually being educated, trained, and otherwise prepared to function in this challenging new educational environment. The implications for teacher education programs and current K-12 virtual schools are clear. Effective online teaching techniques must be defined, empirically proven, and efficiently implemented by both future and current K-12 online teachers.

ACS Style

Jean Larson; Leanna Archambault. The Ever-Evolving Educator. Advances in Early Childhood and K-12 Education 2015, 169 -190.

AMA Style

Jean Larson, Leanna Archambault. The Ever-Evolving Educator. Advances in Early Childhood and K-12 Education. 2015; ():169-190.

Chicago/Turabian Style

Jean Larson; Leanna Archambault. 2015. "The Ever-Evolving Educator." Advances in Early Childhood and K-12 Education , no. : 169-190.

Original articles
Published: 01 September 2013 in Journal of Research on Technology in Education
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Although mandatory attendance is easily determined in a traditional, brick-and-mortar school, monitoring and enforcing attendance and truancy in an online environment is less obvious. Despite this challenge, virtual schools, especially those that are publicly funded, have a requirement to ensure that students who are enrolled are actually logging on, completing lessons, and “attending” classes in an online setting. This article describes how attendance and truancy laws apply to online students and explores the notion of cyber-truancy. Within the context of Minnesota Virtual High School, one of the first schools to develop online attendance policies, we explore the impact and significance of enforcing cyber-truancy policy.

ACS Style

Leanna Archambault; Kathryn Kennedy; Stacy Bender. Cyber-Truancy. Journal of Research on Technology in Education 2013, 46, 1 -28.

AMA Style

Leanna Archambault, Kathryn Kennedy, Stacy Bender. Cyber-Truancy. Journal of Research on Technology in Education. 2013; 46 (1):1-28.

Chicago/Turabian Style

Leanna Archambault; Kathryn Kennedy; Stacy Bender. 2013. "Cyber-Truancy." Journal of Research on Technology in Education 46, no. 1: 1-28.

Editorial
Published: 01 January 2013 in American Journal of Distance Education
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ACS Style

Michael Barbour; Leanna Archambault; Meredith DiPietro. K–12 Online Distance Education: Issues and Frameworks. American Journal of Distance Education 2013, 27, 1 -3.

AMA Style

Michael Barbour, Leanna Archambault, Meredith DiPietro. K–12 Online Distance Education: Issues and Frameworks. American Journal of Distance Education. 2013; 27 (1):1-3.

Chicago/Turabian Style

Michael Barbour; Leanna Archambault; Meredith DiPietro. 2013. "K–12 Online Distance Education: Issues and Frameworks." American Journal of Distance Education 27, no. 1: 1-3.

Journal article
Published: 08 June 2012 in Research in Science Education
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Teaching science to secondary students in an online environment is a growing international trend. Despite this trend, reports of empirical studies of this phenomenon are noticeably missing. With a survey concerning the nature of laboratory activities, this study describes the perspective of 35-secondary teachers from 15-different U.S. states who are teaching science online. The type and frequency of reported laboratory activities are consistent with the tradition of face-to-face instruction, using hands-on and simulated experiments. While provided examples were student-centered and required the collection of data, they failed to illustrate key components of the nature of science. The features of student-teacher interactions, student engagement, and nonverbal communications were found to be lacking and likely constitute barriers to the enactment of inquiry. These results serve as a call for research and development focused on using existing communication tools to better align with the activity of science such that the nature of science is more clearly addressed, the work of students becomes more collaborative and authentic, and the formative elements of a scientific inquiry are more accessible to all participants.

ACS Style

Kent J. Crippen; Leanna M. Archambault; Cindy L. Kern. The Nature of Laboratory Learning Experiences in Secondary Science Online. Research in Science Education 2012, 43, 1029 -1050.

AMA Style

Kent J. Crippen, Leanna M. Archambault, Cindy L. Kern. The Nature of Laboratory Learning Experiences in Secondary Science Online. Research in Science Education. 2012; 43 (3):1029-1050.

Chicago/Turabian Style

Kent J. Crippen; Leanna M. Archambault; Cindy L. Kern. 2012. "The Nature of Laboratory Learning Experiences in Secondary Science Online." Research in Science Education 43, no. 3: 1029-1050.

Research article
Published: 24 February 2012 in Journal of Teacher Education
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Enrollment in K-12 online learning is growing at an exponential rate throughout the United States. Currently, all 50 states offer K-12 online learning opportunities. Some states such as Michigan, Alabama, New Mexico, and Idaho have passed legislative measures requiring K-12 students to complete at least one online learning experience by the time they graduate high school. Because of this growth, 21st century educators need to be prepared to teach online. This study shares the results of a national survey targeting teacher education programs’ efforts to help prepare preservice teachers for K-12 online learning. Data show that only 1.3% of responding teacher education programs are addressing this need via field experiences in virtual schools. Implications for policy and practice in the field of teacher education are examined.

ACS Style

Kathryn Kennedy; Leanna Archambault. Offering Preservice Teachers Field Experiences in K-12 Online Learning. Journal of Teacher Education 2012, 63, 185 -200.

AMA Style

Kathryn Kennedy, Leanna Archambault. Offering Preservice Teachers Field Experiences in K-12 Online Learning. Journal of Teacher Education. 2012; 63 (3):185-200.

Chicago/Turabian Style

Kathryn Kennedy; Leanna Archambault. 2012. "Offering Preservice Teachers Field Experiences in K-12 Online Learning." Journal of Teacher Education 63, no. 3: 185-200.

Articles
Published: 01 January 2012 in Computers in the Schools
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Inquiry-based instruction has become a hallmark of science education and increasingly of integrated content areas, including science, technology, engineering, and mathematics (STEM) education. Because inquiry-based instruction very clearly contains surface, deep, and implicit structures as well as engages students to think and act like scientists, it is considered a signature pedagogy of science education. In this article the authors discuss the nature of scaffolded inquiry-based instruction and how it can be applied to the use of emerging technologies, such as data mashups and cloud computing, so that students not only learn the content of STEM, but can also begin answering the critical socioscientific questions that face the modern era.

ACS Style

Kent Crippen; Leanna Archambault. Scaffolded Inquiry-Based Instruction with Technology: A Signature Pedagogy for STEM Education. Computers in the Schools 2012, 29, 157 -173.

AMA Style

Kent Crippen, Leanna Archambault. Scaffolded Inquiry-Based Instruction with Technology: A Signature Pedagogy for STEM Education. Computers in the Schools. 2012; 29 (1-2):157-173.

Chicago/Turabian Style

Kent Crippen; Leanna Archambault. 2012. "Scaffolded Inquiry-Based Instruction with Technology: A Signature Pedagogy for STEM Education." Computers in the Schools 29, no. 1-2: 157-173.

Journal article
Published: 31 December 2010 in Computers & Education
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ACS Style

Leanna Archambault; Joshua H. Barnett. Revisiting technological pedagogical content knowledge: Exploring the TPACK framework. Computers & Education 2010, 55, 1656 -1662.

AMA Style

Leanna Archambault, Joshua H. Barnett. Revisiting technological pedagogical content knowledge: Exploring the TPACK framework. Computers & Education. 2010; 55 (4):1656-1662.

Chicago/Turabian Style

Leanna Archambault; Joshua H. Barnett. 2010. "Revisiting technological pedagogical content knowledge: Exploring the TPACK framework." Computers & Education 55, no. 4: 1656-1662.