This study describes the development and implementation of an instructional design (ID) model to increase the efficiency of instructional technology (IT) courses, by adopting a constructivist perspective envisaging the simultaneous treatment of multiple barriers (technological beliefs, knowledge, skills) to engage student teachers as whole persons in the learning-to-teach process. To this end, the paper first presents the theoretical framework underpinning the study. This is followed by the introduction of the Set-up, Think, Explore, Create, Hone, Negotiate and Opine (STECHNO) model. The model was implemented in a 14-week program with 80 student teachers. A quasi-experimental research design was employed to evaluate the effectiveness of the model. Data included survey responses, semi-structured interviews, written metaphors, reflection journals, observations and lesson plans. The results revealed that the S-TECHNO model can significantly improve student teachers' beliefs, knowledge and skills about the instructional use of technology. Implications for teacher education programs are highlighted and some future research possibilities are discussed.