The Triple-S framework: ensuring scalable, sustainable, and serviceable practices in educational technology

Christian Moro*, Kathy Mills, Charlotte Phelps, James R. Birt

*Corresponding author for this work

Research output: Contribution to journalArticleResearchpeer-review

11 Citations (Scopus)
57 Downloads (Pure)

Abstract

Educational institutions are increasingly investing into digital delivery, acquiring new devices, and employing novel software and services. The rising costs associated with maintenance, in combination with increasing redundancy of older technologies, presents multiple challenges. While lesson content itself may not have changed, the educational landscape constantly evolves, where tertiary institutions are incorporating new modes of content delivery, hybrid-style learning, and interactive technologies. Investments into digital expansions must be taken with caution, particularly prior to the procurement of technology, with a need for the proposed interventions’ scalability, sustainability, and serviceability to be considered. This article presents the Triple-S framework for educators, administrators, and educational institutions, and outlines examples of its application within curricula. The paper synthesises research evidence to provide the foundation underlying the key principles of the Triple-S framework, presenting a useful model to use when evaluating digital interventions. Utilising the framework for decisions regarding the acquisition of educational technology, devices, software, applications, and online resources can assist in the assurance of viable and appropriate investments. Graphical Abstract: [Figure not available: see fulltext.]

Original languageEnglish
Article number7
Number of pages15
JournalInternational Journal of Educational Technology in Higher Education
Volume20
Issue number1
DOIs
Publication statusPublished - 13 Feb 2023

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