Designing and Validation of Curriculum Model of Medium Period Technological Competence

Purpose: The aim of this study was to design and validate a high school technological competency curriculum model. Methodology: This study had an integrated strategy. To answer the questions, the research was conducted in four phases. The first phase was conducted with a qualitative approach and the other phases were conducted with a quantitative approach. In the first phase of this research, interviews and research were used to collect data. After conducting interviews with 12 elites and using related research articles, the data were collected and a questionnaire containing 76 questions in 6 main indicators affecting the high school technological competency model was designed. In the next stage, this questionnaire was distributed among a number of elites who were the principals and deputies of e-learning schools to determine the impact of each of the factors mentioned in the questionnaire on the high school technological competency curriculum and based on their opinion using Confirmatory factor analysis method was designed as a model for high school technological competency curriculum. For qualitative analysis of the data-derived method and for quantitative analysis of the exploratory factor analysis method, first- and second-order confirmatory factor analysis, one-group comparison, comparison of the mean of two independent societies, mean rank, etc. (with Using SPSS software, and AMOS) and Dimtel technique were used. Findings: The results showed that 6 indicators with 15 components including network infrastructure status with two components of network access and network quality, communication tools and interaction with two components of simultaneous and asynchronous communication, non-technical competencies and skills Technical techniques with three components of knowledge, skills and attitudes, facilitation training strategies with three components of modeling and participation, management and supervision, training strategies to increase trust with three components of trust, honesty and appreciation and management with two components of time management and support, model Curricula constitute the technological competence of the secondary school. In addition, the confirmatory factor analysis of the obtained components showed that the curriculum model has an acceptable technological competence with the data. The highest factor load was related to management (0.964) and the lowest factor load was related to network infrastructure (0.579). Conclusion: According to the findings, it can be concluded that according to experts, hardware factors such as communication network and Internet infrastructure and technical skills along with software and human factors such as Management is involved in designing the technological competency curriculum.