A Comparative Analysis of International Frameworks for 21st Century Competences: Implications for National Curriculum Policies

Joke Voogt; Natalie Pareja Roblin

Journal of Curriculum Studies Vol. 44, No. 3 (2012) pp. 299–321

National curricula need to change drastically to comply with the competences needed for the 21st century. In this paper eight frameworks describing 21st century competences were analysed. A comprehensive search for information about 21st century...

Innovation, research and professional development in higher education: Learning from our own experience

Leonor Margalef García; Natalie Pareja Roblin

Teaching and Teacher Education: An International Journal of Research and Studies Vol. 24, No. 1 (January 2008) pp. 104–116

This paper describes and analyses an innovative experience carried out by a group of lecturers from the Psychopedagogy Faculty of the University of Alcala, involved in an action research process with the purpose of reflecting about our own practice...

Language: English

Practical Considerations Informing Teachers' Technology Integration Decisions: The Case of Tablet PCs

Natalie Pareja Roblin; Jo Tondeur; Joke Voogt; Bram Bruggeman; Griet Mathieu; Johan van Braak

Technology, Pedagogy and Education Vol. 27, No. 2 (2018) pp. 165–181

The unique characteristics of tablet PCs promise important benefits for education. Yet, little is known about the rationale underlying teachers' decisions concerning their educational uses within the constraints of daily classroom practice. The...

Conditions for the successful implementation of teacher educator design teams for ICT integration: A Delphi study

Heleen Becuwe; Natalie Pareja Roblin; Jo Tondeur; Jeroen Thys; Els Castelein; Joke Voogt

Australasian Journal of Educational Technology Vol. 33, No. 2 (Jun 09, 2017)

Teacher educators often struggle to model effective integration of technology. Several studies suggest that the involvement of teacher educators in collaborative design is effective in developing the competences necessary for integrating information ...

Improving blended learning in teacher education: A multidimensional approach

Jo Tondeur; Stijn Van Laer; Jan Elen; Brent Philipsen; Chang Zhu; Hilde Van Laer; Koen Depryck; Natalie Pareja Roblin

Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 1142–1145

While researchers agree on the general meaning of the term blended learning (BL), a precise operationalization of BL is an issue that generates a lot of discussion. This freedom of defining BL has, on one hand, contributed to the significant...

Topics: Research & Evaluation

Research-Practice Interactions as Reported in Recent Design Studies: Still Promising, Still Hazy

Bart J. B. Ormel; Natalie N. Pareja Roblin; Susan E. McKenney; Joke M. Voogt; Jules M. Pieters

Educational Technology Research and Development Vol. 60, No. 6 (December 2012) pp. 967–986

This study portrays recent research-practice connections found in 18 design research reports focusing on the creation of instructional solutions. Solutions in different stages of development varied greatly in duration, ranging from one lesson to a...

Effective approaches to prepare future teachers for educational technology use

Jo Tondeur; Natalie Pareja Roblin; Johan van Braak; Joke Voogt; Sarah Prestridge; Alona Forkosh-Baruch; Miri Shonfeld; Merav Asaf; Maaike Heitink; Liebet Verplanken; Petra Fisser; Peter Albion

Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 3082–3085

Teacher training institutions are expected to prepare preservice teachers to integrate technology into their educational practice. However, several studies suggest that technology is often underused by preservice (eg. Mouza et al., 2014). There is a ...

Topics: Technological, Pedagogical Content Knowledge (TPACK)