Designing And Validating An Instructional Model Using Mobile For Visual Impaired Students: A New Approach For Teaching And Learning

This research was carried out with the aim of designing an applied model for educational use of mobile by visual impaired students and validating proposed model by experts.  

Descriptive-analytic method with systematic literature review approach was used in order to design the model and descriptive-survey method was used in order to validate the model. The statistical population of this research for the design part includes all books, articles, theses and internet information resources related to the field of mobile learning and teaching the blind people from 2000 to 2015 and the statistical population for the validation part includes educational technology and special education experts. The statistical sample consisted of 11 book chapters and 21 articles related to mobile learning and 8 books and 19 articles about teaching the blind people, which were purposefully selected for analysis. Also 30 educational technology and special education experts were selected as available samples for validation phase. The tools of collecting data were note taking and a 7 questions researcher-made questionnaire in Likert scale.

The Result of this study led to the development of a conceptual model included, educational factors, human factors, technical factors and support factors and four stages of preparation, design, implementation and evaluation. Also, two prescription models with their sub-components were developed in order to educational usage of mobile phone technology by the blinds. These models have been developed with a blended approach and the strengths of different models and mobile learning environments have been used. Also, the results indicated the validity of the model by experts. As a result, model can be used to educate blind students through mobile phone. Special educational guidelines for blind students at each stage of the model can be a good guide for designers, educators, and special education teachers.