flex-e-bility

Based on previous literature and the results of a survey of deans of education in the USA, Surry, Ensminger & Haab (2005) developed a model for the integrating instructional technology into higher education. Using the acronym RIPPLES the model includes the seven components of resources, infrastructure, people, policies, learning, evaluation and support (Surry, Ensminger, & Haab, 2005). The authors claim that whilst this model has been developed for colleges of education, it has applicability to other settings. The model proposes that the availability of infrastructure ‘is the single most important factor in integrating technology into the curriculum’ (Surry et al., 2005, p.328). This model has been used to evaluate the implementation of a learning management system at an Australian university (Benson & Palaskas, 2006).

Resources = fiscal resources.

Infrastructure = hardware, software, facilities and network capabilities.

People = ‘the needs, hopes, values, skills and experiences of the people who will use the innovation’ (Surry et al., 2005, p.328).

Policies = organisational policies and procedures required to support the innovation.

Learning = the need for administrators to view technology as a means to enhance educational goals. That is, the technology should have pedagogic, access and cost benefits.

Evaluation = the need to continually assess the benefit of the technology.

Support = the need for training, technical support, pedagogical support and administrative leadership.

Benson, R., & Palaskas, T. (2006). Introducing a new learning management system: An institutional case study. Australasian journal of educational technology, 22(4), 548-567.

Surry, D., Ensminger, D., & Haab, M. (2005). A model for integrating technology into higher education. British journal of educational technology, 36(2), 327-329.

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