Development and Validation of Instructional Design Model For Technological Competencies of Student Teachers on The Basis of National and International Upstream Documents

Document Type : Original Article

Authors

1 Associate Professor of Educational Technology, Faculty of Psychology and Educational Sciences, Allameh Tabatabaei University, Tehran, Iran

2 Ph.D of Educational Technology, Faculty of Psychology and Educational Sciences, Allameh Tabatabaei University, Tehran, Iran

3 Professor of Research Methods and Statistics, Faculty of Psychology and Educational Sciences, Allameh Tabatabai University, Tehran, Iran

4 Professor of Educational Psychology, Faculty of Psychology and Educational Sciences, Allameh Tabatabai University, Tehran, Iran

Abstract

Introduction: Instructional design is one of the very active areas of educational technology that seeks to facilitate learning and performance. The purpose of this study was to provide an Instructional design model for the training of students' technological competencies at Shahid Rajaee Teacher Training University.
Method: In this study combination of exploratory mixed research method with a model design and validation scheme was used. For this purpose, the existing concepts and theories in the field of technological competencies were firstly examined and after classification, map and conceptual framework were developed and after Internal validation (using the viewpoint of professors, experts and instructors) and external validation (using functional test and researcher-made questionnaire), the Instructional design model of competencies was presented. Then, the content of the training of competencies based on this model was designed and developed on the student teachers of Shahid Rajaee Teacher Training University. A cluster random sampling method was used in the sample. analyzing data, descriptive and inferential statistics (Kolmogorov-Smirnov test and covariance analysis) in 0.05 significent level for were used
 Results: The results showed that the technological literacy, depth of knowledge and creativity of the students-teacher who were taught by the designed model were significantly higher than the student teachers who were taught by treditinal methods.

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