Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies
if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the
same subfield and year (this is the minimum needed to enter the top 1%, not the average
within it), or reaches the top citation threshold in at least one of its specific research
topics.
Revisiting technological pedagogical content knowledge: Exploring the TPACK framework
2010421 citationsLeanna Archambault et al.profile →
Citations per year, relative to Leanna Archambault Leanna Archambault (= 1×)
peers
Jared Keengwe
Countries citing papers authored by Leanna Archambault
Since
Specialization
Citations
This map shows the geographic impact of Leanna Archambault's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Leanna Archambault with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Leanna Archambault more than expected).
Fields of papers citing papers by Leanna Archambault
This network shows the impact of papers produced by Leanna Archambault. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Leanna Archambault. The network helps show where Leanna Archambault may publish in the future.
Co-authorship network of co-authors of Leanna Archambault
This figure shows the co-authorship network connecting the top 25 collaborators of Leanna Archambault.
A scholar is included among the top collaborators of Leanna Archambault based on the total number of
citations received by their joint publications. Widths of edges
represent the number of papers authors have co-authored together.
Node borders
signify the number of papers an author published with Leanna Archambault. Leanna Archambault is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
All Works
20 of 20 papers shown
1.
Archambault, Leanna, Heather Leary, & Kerry Rice. (2022). Pillars of online pedagogy: A framework for teaching in online learning environments. Educational Psychologist. 57(3). 178–191.124 indexed citations breakdown →
Archambault, Leanna, et al.. (2019). Inspiration by way of Pinterest: Tracking educators’ use of social media to locate and share classroom resources. Society for Information Technology & Teacher Education International Conference. 990–994.2 indexed citations
Shelton, Catharyn & Leanna Archambault. (2018). Discovering How Teachers Build Virtual Relationships and Develop as Professionals through Online Teacherpreneurship.. The Journal of Interactive Learning Research. 29(4). 579–602.37 indexed citations
7.
Archambault, Leanna, et al.. (2018). International Teachers’ Evolving Relationships with Educational Technology. Society for Information Technology & Teacher Education International Conference. 612–620.1 indexed citations
Fisser, Petra, Joshua M. Rosenberg, Matthew J. Koehler, et al.. (2015). Technological Pedagogical Content Knowledge (TPACK): Revision and Rethinking. Society for Information Technology & Teacher Education International Conference. 2015(1). 907–911.
10.
Archambault, Leanna, et al.. (2014). K-12 online and blended teacher licensure: Striking a balance between policy and preparedness. The Journal of Technology and Teacher Education. 22(1). 83–106.24 indexed citations
11.
Archambault, Leanna, et al.. (2013). CyberTruancy: Exploring Issues of Attendance in the Online Classroom. Society for Information Technology & Teacher Education International Conference. 2013(1). 4092–4096.
12.
Archambault, Leanna, et al.. (2013). Technological Pedagogical Content Knowledge and Teaching Poetry: Preparing Preservice Teachers to Integrate Content with VoiceThread Technology.. Teacher education & practice. 26(1). 117–142.7 indexed citations
13.
Archambault, Leanna, et al.. (2013). Preparing Future Educators: Sustainability Education Framework for Teachers (SEFT). Society for Information Technology & Teacher Education International Conference. 2013(1). 174–179.2 indexed citations
Archambault, Leanna, et al.. (2012). Developing Sustainability Literacy among Preservice Teachers Through Web-based Learning. Society for Information Technology & Teacher Education International Conference. 2012(1). 83–87.2 indexed citations
16.
Schrader, P. G., et al.. (2011). Training by Gaming: Preparing Teachers of Today for Tomorrow’s Learning Environments. The Journal of Technology and Teacher Education. 19(3). 261–286.6 indexed citations
17.
Archambault, Leanna. (2011). The Practitioner’s Perspective on Teacher Education: Preparing for the K-12 Online Classroom. The Journal of Technology and Teacher Education. 19(1). 73–91.47 indexed citations
18.
Adelson, Jill L., et al.. (2011). Using SEM to Move from Theory to Practice with the TPACK Framework. Society for Information Technology & Teacher Education International Conference. 2011(1). 2518–2525.1 indexed citations
19.
Archambault, Leanna, et al.. (2009). Putting the T in PCK: Exploring the Nature of the TPACK Framework Among K-12 Online Educators Using a Web-Based Survey. Society for Information Technology & Teacher Education International Conference. 2009(1). 4008–4014.5 indexed citations
20.
Archambault, Leanna & Kent J. Crippen. (2006). The Preparation and Perspective of Online K-12 Teachers in Nevada. E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education. 2006(1). 1836–1841.5 indexed citations
Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive
bibliographic database. While OpenAlex provides broad and valuable coverage of the global
research landscape, it—like all bibliographic datasets—has inherent limitations. These include
incomplete records, variations in author disambiguation, differences in journal indexing, and
delays in data updates. As a result, some metrics and network relationships displayed in
Rankless may not fully capture the entirety of a scholar's output or impact.