Development of a task driven m-learning model to enhance ict competencies for undergraduate pre-service teachers

The purpose of this study was to develop a Task-driven Mobile Learning model to enhance the Information Communication Technology (ICT) competencies of the pre-service teachers. The model adopted the Design Development Research (DDR) methodology. In this study, the needs analysis phase consisted of three parts: a survey of 278 pre-service teacher students using a questionnaire, semi-structured interviews with seven university lecturers, and analysis of seven official documents and relevant course documents. The results of the data analysis in this phase showed that undergraduate pre-service teacher students lacked ICT skills, and that upgrading their information technology skills required a task-driven and mobile learning combined strategy. During the design and development phase, a literature analysis and expert survey methodology was used. The initial prototype of the model was identified by analyzing the literature, and then the final TDML model was identified after two consultative surveys with 18 experts.The evaluation phase assessed the effectiveness and usability of the module through a quasi-implementation design. The study collected data and compared the changes in the performance of the pre-service teachers who participated in the experiment, the average ICT level (mean=216.80) of the experimental group was higher than that of the control group (mean=198.36).The TDML model fully combines the advantages of mobile learning and task-driven, and is divided into three phases (before, during, and after class,) while considering the three-dimensional dimensions of teacher_behavior, mobile online platform, and student_ activities, and contains a total of 37 items.And the study found that the TDML model was more effective in improving pre-service teachers' ICT competencies than the traditional model. Therefore, the TDML model designed in this study can be used as a formal learning support to address the lack of ICT competence among undergraduate pre-service teachers.