Natalie Pareja Roblin
Dados Biográficos
| ID | 6509148 |
|---|---|
| NOME | Natalie Pareja Roblin |
| PRENOMES | Natalie Pareja |
| SOBRENOME | Roblin |
| ASSINATURA | ROBLIN N P |
| AFILIAÇÕES | HOGENT University of Applied Sciences and Arts |
| ORCID | 0000-0001-9809-9931 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 6 |
| TOTAL DE CITAÇÕES | 4 |
| OBRAS COMO AUTOR | 6 |
| OBRAS COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2007 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2019 |
| ÍNDICE H | 1 |
Improving teacher professional development for online and blended learning
Conditions for the successful implementation of teacher educator design teams for ICT integration
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 and communication technology (ICT) in teaching. In a teacher educator design team (TeDT), two or more teacher educators (re-)design curriculum materials together. For the successful implementation of …
Preparing beginning teachers for technology integration in education
The overall aims of this study are to explore (1) how beginning teachers integrate technology in their practice and (2) the connections between teachers’ technology uses and their pre-service education programmes. Data of this follow-up study were collected through in-depth interviews with beginning teachers. The results reveal that all beginning teachers used a wide range of technological applications, mainly for structured learning approaches, …
Technological pedagogical content knowledge – a review of the literature
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, and that teachers who want to integrate technology in their teaching practice therefore nee…
A comparative analysis of international frameworks for 21 st century competences
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 competences was conducted across the official websites of the selected frameworks, resulting in 32 documents that were analysed in detail. Travers and Westbury’s framework of curriculum representations wa…
Innovation, research and professional development in higher education
A comparative analysis of international frameworks for 21 st century competences
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 competences was conducted across the official websites of the selected frameworks, resulting in 32 documents that were analysed in detail. Travers and Westbury’s framework of curriculum representations wa…
Technological pedagogical content knowledge – a review of the literature
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, and that teachers who want to integrate technology in their teaching practice therefore nee…
Preparing beginning teachers for technology integration in education
The overall aims of this study are to explore (1) how beginning teachers integrate technology in their practice and (2) the connections between teachers’ technology uses and their pre-service education programmes. Data of this follow-up study were collected through in-depth interviews with beginning teachers. The results reveal that all beginning teachers used a wide range of technological applications, mainly for structured learning approaches, …
Conditions for the successful implementation of teacher educator design teams for ICT integration
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 and communication technology (ICT) in teaching. In a teacher educator design team (TeDT), two or more teacher educators (re-)design curriculum materials together. For the successful implementation of …
Improving teacher professional development for online and blended learning
Innovation, research and professional development in higher education
Pedagogy (6 obras) · Computer Science (5 obras) · Psychology (5 obras) · Curriculum (3 obras) · Educational technology (3 obras) · Knowledge management (3 obras) · Mathematics education (3 obras) · Technology integration (3 obras) · Action research (2 obras) · Information and Communications Technology (2 obras)