There is a heated discussion on the implications of 21st century competencies on several aspects such as teacher readiness, curriculum and even assessment. According to Voogt & Roblin (2012), the development of professional teachers in the 21st century is an issue that arises in the discussion of several related frameworks. Agreeing with this statement is James (1994) who states that the 21st century requires change and thorough preparation of educational practitioners especially in institutions of higher learning such as colleges and universities.