Instructional Design: Strengthening Digital Competencies Based on the ADDIE Model

Abstract

Teacher training in digital competencies adheres to the approaches that address the improvement of educational quality in different school contexts, by ensuring the transformation of pedagogical strategies. This article structures an instructional design for the strengthening of digital competencies in early childhood educators constituted by a methodological route by phases and stages. According to different studies, the phases of the instructional model of analysis, design, development, implementation, and evaluation (ADDIE) were integrated, which facilitated the adjustment and flexibility of the proposed content and its subsequent evaluation. The proposal is based on a diagnosis that evidences the low levels of digital competencies of the teachers participating in the study. A quasi-experimental design was used for the methodology. The non-probabilistic sample consisted of 32 elementary school teachers in Colombia. Three research instruments were used. The survey and the interview were instruments that allowed an analysis of the variables: digital competencies, linkage regime, educational practices and ICT. The last one corresponds to an instrument that measures digital competencies, integrated by a Likert-type scale, which made possible the contrast between the entry and exit levels of the training plan (pretest and posttest). The results show the effectiveness of the training plan in improving the digital skills of teachers in all the dimensions that make up the DigCompEdu competency framework, especially in the dimension of digital resources. Likewise, the linking of formative assessment in the instructional design resulted in feedback spaces, cooperative strategies and the active participation of teachers around the topics raised in the training plan.