Natalie Pareja Roblin

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Technological Pedagogical Content Knowledge (TPACK) has been introduced as a conceptual framework for the knowledge base teachers need to effectively teach with technology. The framework stems from the notion that technology integration in a specific educational context benefits from a careful alignment of content, pedagogy and the potential of technology,(More)
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 whole year curriculum, spanned all levels of education, many subjects (science, math, language, culture,(More)
This special issue represents the scholarly work that emerged from the EDUsummIT 2013. EDUsummIT is a growing and active community of researchers, policy makers and practitioners that is committed to promote research-informed strategies to effectively integrate ICT in educational policy and practice. First the background and aim of EDUsummIT is presented,(More)
National curricula need to change drastically to comply with the competences needed for the 21 century. In this paper eight frameworks describing 21 century competences were analysed. A comprehensive search for information about 21 century competences was conducted across the official websites of the selected frameworks, resulting in 32 documents that were(More)
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