Natalie Pareja Roblin
Cited by
Cited by
A comparative analysis of international frameworks for 21st century competences: Implications for national curriculum policies
J Voogt, NP Roblin
Journal of curriculum studies 44 (3), 299-321, 2012
Technological pedagogical content knowledge–a review of the literature
J Voogt, P Fisser, N Pareja Roblin, J Tondeur, J van Braak
Journal of computer assisted learning 29 (2), 109-121, 2013
21st century skills
J Voogt, NP Roblin
Discussienota. Zoetermeer: The Netherlands: Kennisnet 23 (03), 2000, 2010
Preparing beginning teachers for technology integration in education: Ready for take-off?
J Tondeur, N Pareja Roblin, J van Braak, J Voogt, S Prestridge
Technology, Pedagogy and Education 26 (2), 157-177, 2017
Innovation, research and professional development in higher education: Learning from our own experience
LM Garcia, NP Roblin
Teaching and teacher education 24 (1), 104-116, 2008
21st century skills. Discussienota
J Voogt, N Pareja Roblin
Enschede: Universiteit Twente, 2010
Technological pedagogical content knowledge in teacher education: In search of a new curriculum
J Tondeur, NP Roblin, J van Braak, P Fisser, J Voogt
Educational studies 39 (2), 239-243, 2013
21st century skills discussion paper
J Voogt, NP Roblin
University of Twente, 2010
Learning from dilemmas: teacher professional development through collaborative action and reflection
N Pareja Roblin, L Margalef
Teachers and teaching 19 (1), 18-32, 2013
Research–practice interactions as reported in recent design studies: still promising, still hazy
BJB Ormel, NNP Roblin, SE McKenney, JM Voogt, JM Pieters
Educational technology research and development 60 (6), 967-986, 2012
Un camino sin retorno: estrategias metodológicas de aprendizaje activo
LCM García, NNP Roblin
Revista Interuniversitaria de Formación del Profesorado, 47-62, 2008
Linking research and practice through teacher communities: a place where formal and practical knowledge meet?
NN Pareja Roblin, BJB Ormel, SE McKenney, JM Voogt, JM Pieters
European journal of teacher education 37 (2), 183-203, 2014
Improving teacher professional development for online and blended learning: A systematic meta-aggregative review
B Philipsen, J Tondeur, NP Roblin, S Vanslambrouck, C Zhu
Educational Technology Research and Development 67 (5), 1145-1174, 2019
Teaching and learning in the 21st century. A comparative analysis of international frameworks
J Voogt, N Pareja Roblin
Journal of Curriculum Studies 44 (3), 299-321, 2012
Teacher design teams as a strategy for professional development: The role of the facilitator
H Becuwe, J Tondeur, N Pareja Roblin, J Thys, E Castelein
Educational Research and Evaluation 22 (3-4), 141-154, 2016
What are critical features of science curriculum materials that impact student and teacher outcomes?
NP Roblin, C Schunn, S McKenney
Science education 102 (2), 260-282, 2018
Conditions for the successful implementation of teacher educator design teams for ICT integration: A Delphi study
H Becuwe, NP Roblin, J Tondeur, J Thys, E Castelein, J Voogt
Australasian Journal of Educational Technology 33 (2), 2017
Practical considerations informing teachers’ technology integration decisions: the case of tablet PCs
N Pareja Roblin, J Tondeur, J Voogt, B Bruggeman, G Mathieu, ...
Technology, Pedagogy and Education 27 (2), 165-181, 2018
Unpacking the roles of the facilitator in higher education professional learning communities
L Margalef, N Pareja Roblin
Educational Research and Evaluation 22 (3-4), 155-172, 2016
Tejiendo redes de aprendizaje y reflexión: Una propuesta de innovación en la licenciatura de psicopedagogía
LCM García, AI Cuéllar, NNP Roblin, BC Martín, SD Santos, I García, ...
Pulso: revista de educación, 123-142, 2007
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