Instructional Considerations to Promote Technology Integration Skills and Knowledge Transfer from Instructional Technology Courses at Kuwait University into Classroom Teaching: A Design and Development Study

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dc.contributor.authorAlemtairy, Ghader M. A. S. B.en
dc.contributor.committeechairPotter, Kenneth R.en
dc.contributor.committeememberErvine, Michelle D.en
dc.contributor.committeememberLockee, Barbara B.en
dc.contributor.committeememberBond, Mark Aaronen
dc.contributor.departmentEducation, Vocational-Technicalen
dc.date.accessioned2020-04-28T08:00:28Zen
dc.date.available2020-04-28T08:00:28Zen
dc.date.issued2020-04-27en
dc.description.abstractIn order to address the problem of newly hired teachers' failure to transfer technology integration knowledge and skills, this study used a developmental research approach in which, factors of knowledge transfer were operationalized through using The First Principles of Instructions (Merrill, 2002) to form a set of instructional considerations to promote the transfer of technology integration knowledge and skills from the learning setting to the application setting. A panel of expert reviewers from Kuwait and United states validated these considerations and led the revisions process. This study describes the development process of the instructional considerations, the expert review, and the revision of the final product.en
dc.description.abstractgeneralNewly hired teachers in the Kuwaiti context often fail to transfer knowledge and skills of technology integration from instructional technology courses to in classroom teaching. Research in knowledge transfer has identified factors that can promote the transfer of skills and knowledge from the learning context to the application context. These factors showed their effectiveness in technology integration literature. This study used a developmental research approach in which factors of knowledge transfer were operationalized through using The First Principles of Instructions (Merrill, 2002) to form a set of instructional considerations to promote the transfer of technology integration knowledge and skills from the learning setting to the application setting. A panel of expert reviewers from Kuwait and United states validated these considerations and led the revisions process. This study describes the development process of the instructional considerations, the expert review, and the revision of the final product.en
dc.description.degreeDoctor of Philosophyen
dc.format.mediumETDen
dc.identifier.othervt_gsexam:24871en
dc.identifier.urihttp://hdl.handle.net/10919/97917en
dc.language.isoenen
dc.publisherVirginia Techen
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subjectTechnology integrationen
dc.subjectteacher educationen
dc.subjectknowledge transferen
dc.subjectTechnologyen
dc.titleInstructional Considerations to Promote Technology Integration Skills and Knowledge Transfer from Instructional Technology Courses at Kuwait University into Classroom Teaching: A Design and Development Studyen
dc.typeDissertationen
thesis.degree.disciplineCurriculum and Instructionen
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen
thesis.degree.leveldoctoralen
thesis.degree.nameDoctor of Philosophyen

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