LTEF Introduction

A one year review of the research literature on institutional technology adoption and related evaluation studies highlighted a distinct gap in identifying and understanding the crucial interdependencies that determine how well an institution’s organisational structure and its innate decision-making processes address the unique concerns, issues, and needs of faculties and schools. Such knowledge is essential for establishing a durable educational technology implementation strategy that meets the full spectrum of institutional, faculty, and school expectations.


This review led to the conclusion that there is a clear imperative for educational institutions to establish an organisational-wide evaluation programme that not only informs technology choice, but also underpins the ongoing construction of a valid evidence base from which to implement an educationally effective programme of technology integration into their learning and teaching provisions.

Central to the achievement of a successful educational technology evaluation programme is the task of strengthening inter-departmental cohesion marked by the cultivation of a common awareness of how technology can support learning and teaching, whilst preserving the ideologically divergent yet essential pedagogical, technological, and business imperatives of faculties and schools, which if viewed as a whole, ensures institutional wide acceptance of online learning. This is where the Learning Technology Evaluation Framework (LTEF) comes into play.

Key Strengths of the LTEF

The LTEF is underpinned by 25 years of research and practical experience. For the past three years (2010 to 2012), it has been applied extensively to UNSW’s Technology Enhanced Learning and Teaching (TELT) Platform and has proven to be highly robust and effective in improving the quality of online learning as well as saving considerable time and expenditure in the identification, selection, and integration of technology into learning and teaching. Among many of its successes, the following highlights some its strengths and capabilities:

  • identification / selection of educational technologies that meet current and emerging educational needs
  • efficient and cost effective retainment / retirement of technology applications
  • determination of staff PD issues and needs for online teaching and learning
  • identification of the training resources required for educational technology and online PD (on-demand and workshops)
  • targetting appropriate technical and professional support and related resource needs
  • establishment of emerging online and educational technology needs and solutions
  • assessment of the quality of learning and teaching processes arising from curriculum and course design
  • identification of new directions in online curriculum and course design
  • future planning and strategy development / implementation at all institutional levels
  • directly aligns with TEQSA auditing and quality assurance requirements
  • future-proofs online learning and teaching programmes.

Several documents are available for download that explain in greater detail how the LTEF is applied to bring about the outcomes outlined above. These documents can be accessed by clicking on the links provided in the previous page.