Technology Implementation Practices in Oromia Education Bureau, Ethiopia: The Implication of the RIPPLES Model

Mengistu Leta Demissie

doi:doi:10.11648/j.stpp.20230701.11

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Technology Implementation Practices in Oromia Education Bureau, Ethiopia: The Implication of the RIPPLES Model

Mengistu Leta Demissie

Published in Science, Technology & Public Policy (Volume 7, Issue 1)

Received: 7 December 2022 Accepted: 26 January 2023 Published: 27 February 2023

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Abstract

RIPPLES is a technology implementation model in the education sector through its components like Resources, Infrastructure, People, Policies, Learning, Evaluation, and Support. It was originally designed as a way to view technology implementation in higher education and has been further developed to incorporate all educational institutions. The purpose of this study was to test the model whether or not it can be applied at corporate level by investigating the implementation of technologies in Oromia Education Bureau. To underlie the study qualitative study design was deployed and the data were collected through interviews, document review and observation. The data were analyzed qualitatively by considering the seven elements of the model as thematic areas of analysis. It was found that the RIPPLES model can be applicable at corporate level and also found that all the components of the original RIPPLES model are determinant factors for enabling and hindering the implementation of technology at an organizational level. Finally, it was suggested that the model is more effective at corporate level if one essential component ‘Strategy’ is added and hence SRIPPLES would be the new model for viewing technology implementation at organizational settings. It was also recommended that careful planning which equally considers all the components of the original RIPPLES model and the upcoming SRIPPLES model is necessary to avoid many of the common problems associated with unsuccessful implementation of technologies at corporate levels.

Published in	Science, Technology & Public Policy (Volume 7, Issue 1)
DOI	10.11648/j.stpp.20230701.11
Page(s)	1-12
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2023. Published by Science Publishing Group

Keywords

Implementation, RIPPLES, SRIPPLES, Technology

References

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[2]	Baruch, A., F & Ungar, O., A. (2019). ICT implementation in colleges of education: A framework for teacher educators. Journal of Information Technology Education: Research, 18, 207-229 https://doi.org/10.28945/4312.
[3]	Creswell, J. (2012). Educational Research: Planning, Conducting and Evaluating Quantitative and Qualitative Research (4th ed.). (P. A. Smith, C. Robb, B. Matthew, & K. Mason, Eds.) Boston: Pearson Education, Inc.
[4]	Nigussei Daba & Anteneh Tilahun (2015). An Assessment of Information and Communication Technology (ICT) Utilization Status in Sustaining Public Sector Reforms in Oromia Regional State, Ethiopia. Public Policy and Administration Research, 5 (7), 45-67.
[5]	Ensminger, D. C. (2016). Technology Planning in Schools. In press, p. DOI: 10.1002/9781118736494.ch24.
[6]	Ibara, E. (2014). Information and Communication Technology Integration in the Nigerian Education System: Policy Considerations and Strategies. 21 (3), pp. 5-18.
[7]	Jibrin, M., Mustapha, S., & Rabi'u, M. (2019). Parametric Analysis of Inhibitors to ICT-Based Instructional Technology Adoption in Higher Educational Institutions in Bauchi State. Journal of Humanities and Social Science, 19 (6), 50-68.
[8]	Momani, A., M., Jamous, M., M. & Hilles, S. M. S. (2017). Technology Acceptance Theories: Review and Classification. International Journal of Cyber Behavior, Psychology and Learning, 7 (2), DOI: 10.4018/IJCBPL.2017040101.
[9]	Padmo, D., A. & Belawati, T. (2018). Implementing Sustainable ICT-Supported Innovation Policies: Case of Universitas Terbuka – Indonesia. In L. Hosman, & I. A. Lubin (Ed.), ICT-Supported Innovations in Small Countries and Developing Regions, Educational Communications and Technology: Issues and Innovations (pp. 121-137).
[10]	Pavel, A., P., Fruth, A. & Neacsu, M., N. (2015). ICT and E-Learning – Catalysts for Innovation and Quality in Higher Education. Procedia Economics and Finance, (pp. 704 – 711 doi: 10.1016/S2212-5671(15)00409-8).
[11]	Shaikh, S. A. (2019). Barriers to web-based education. IMPACT: International Journal of Research in Humanities, Arts and Literature (IMPACT: IJRHAL), 7 (4), 273-284.
[12]	Shonfeld, M. & Goldstein, O. (2014). ICT Integration in Teaching and Teachers Training by Faculty Members in Israeli Colleges of Education., (pp. 2648-2653).
[13]	Surry, D. (2002). A Model for Integrating Instructional Technology into Higher. Paper presented at the annual meeting of the American Educational Research Association.
[14]	Surry, D., W. & Ensminge, D., C. (2006). Facilitating the Use of Web-Based Learning by Higher Education Faculty.
[15]	Surry, D. W., Grubb, A. G., Ensminger, D. C., & Ouimette, J. (2010). Implementation of web-based learning in colleges of education: Barriers and enablers. Canadian Journal of Learning and Technology, 35 (3), 1–18. https://doi.org/10.21432/t22g6q

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Mengistu Leta Demissie. (2023). Technology Implementation Practices in Oromia Education Bureau, Ethiopia: The Implication of the RIPPLES Model. Science, Technology & Public Policy, 7(1), 1-12. https://doi.org/10.11648/j.stpp.20230701.11

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ACS Style

Mengistu Leta Demissie. Technology Implementation Practices in Oromia Education Bureau, Ethiopia: The Implication of the RIPPLES Model. Sci. Technol. Public Policy 2023, 7(1), 1-12. doi: 10.11648/j.stpp.20230701.11

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AMA Style

Mengistu Leta Demissie. Technology Implementation Practices in Oromia Education Bureau, Ethiopia: The Implication of the RIPPLES Model. Sci Technol Public Policy. 2023;7(1):1-12. doi: 10.11648/j.stpp.20230701.11

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@article{10.11648/j.stpp.20230701.11,
  author = {Mengistu Leta Demissie},
  title = {Technology Implementation Practices in Oromia Education Bureau, Ethiopia: The Implication of the RIPPLES Model},
  journal = {Science, Technology & Public Policy},
  volume = {7},
  number = {1},
  pages = {1-12},
  doi = {10.11648/j.stpp.20230701.11},
  url = {https://doi.org/10.11648/j.stpp.20230701.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.stpp.20230701.11},
  abstract = {RIPPLES is a technology implementation model in the education sector through its components like Resources, Infrastructure, People, Policies, Learning, Evaluation, and Support. It was originally designed as a way to view technology implementation in higher education and has been further developed to incorporate all educational institutions. The purpose of this study was to test the model whether or not it can be applied at corporate level by investigating the implementation of technologies in Oromia Education Bureau. To underlie the study qualitative study design was deployed and the data were collected through interviews, document review and observation. The data were analyzed qualitatively by considering the seven elements of the model as thematic areas of analysis. It was found that the RIPPLES model can be applicable at corporate level and also found that all the components of the original RIPPLES model are determinant factors for enabling and hindering the implementation of technology at an organizational level. Finally, it was suggested that the model is more effective at corporate level if one essential component ‘Strategy’ is added and hence SRIPPLES would be the new model for viewing technology implementation at organizational settings. It was also recommended that careful planning which equally considers all the components of the original RIPPLES model and the upcoming SRIPPLES model is necessary to avoid many of the common problems associated with unsuccessful implementation of technologies at corporate levels.},
 year = {2023}
}

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TY  - JOUR
T1  - Technology Implementation Practices in Oromia Education Bureau, Ethiopia: The Implication of the RIPPLES Model
AU  - Mengistu Leta Demissie
Y1  - 2023/02/27
PY  - 2023
N1  - https://doi.org/10.11648/j.stpp.20230701.11
DO  - 10.11648/j.stpp.20230701.11
T2  - Science, Technology & Public Policy
JF  - Science, Technology & Public Policy
JO  - Science, Technology & Public Policy
SP  - 1
EP  - 12
PB  - Science Publishing Group
SN  - 2640-4621
UR  - https://doi.org/10.11648/j.stpp.20230701.11
AB  - RIPPLES is a technology implementation model in the education sector through its components like Resources, Infrastructure, People, Policies, Learning, Evaluation, and Support. It was originally designed as a way to view technology implementation in higher education and has been further developed to incorporate all educational institutions. The purpose of this study was to test the model whether or not it can be applied at corporate level by investigating the implementation of technologies in Oromia Education Bureau. To underlie the study qualitative study design was deployed and the data were collected through interviews, document review and observation. The data were analyzed qualitatively by considering the seven elements of the model as thematic areas of analysis. It was found that the RIPPLES model can be applicable at corporate level and also found that all the components of the original RIPPLES model are determinant factors for enabling and hindering the implementation of technology at an organizational level. Finally, it was suggested that the model is more effective at corporate level if one essential component ‘Strategy’ is added and hence SRIPPLES would be the new model for viewing technology implementation at organizational settings. It was also recommended that careful planning which equally considers all the components of the original RIPPLES model and the upcoming SRIPPLES model is necessary to avoid many of the common problems associated with unsuccessful implementation of technologies at corporate levels.
VL  - 7
IS  - 1
ER  -

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Author Information

Mengistu Leta Demissie

Department of Educational Planning and Management, College of Education and Behavioural Sciences, Jimma University, Jimma, Ethiopia

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Plain Text BibTeX RIS

APA Style

Mengistu Leta Demissie. (2023). Technology Implementation Practices in Oromia Education Bureau, Ethiopia: The Implication of the RIPPLES Model. Science, Technology & Public Policy, 7(1), 1-12. https://doi.org/10.11648/j.stpp.20230701.11

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ACS Style

Mengistu Leta Demissie. Technology Implementation Practices in Oromia Education Bureau, Ethiopia: The Implication of the RIPPLES Model. Sci. Technol. Public Policy 2023, 7(1), 1-12. doi: 10.11648/j.stpp.20230701.11

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AMA Style

Mengistu Leta Demissie. Technology Implementation Practices in Oromia Education Bureau, Ethiopia: The Implication of the RIPPLES Model. Sci Technol Public Policy. 2023;7(1):1-12. doi: 10.11648/j.stpp.20230701.11

Copy | Download

@article{10.11648/j.stpp.20230701.11,
  author = {Mengistu Leta Demissie},
  title = {Technology Implementation Practices in Oromia Education Bureau, Ethiopia: The Implication of the RIPPLES Model},
  journal = {Science, Technology & Public Policy},
  volume = {7},
  number = {1},
  pages = {1-12},
  doi = {10.11648/j.stpp.20230701.11},
  url = {https://doi.org/10.11648/j.stpp.20230701.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.stpp.20230701.11},
  abstract = {RIPPLES is a technology implementation model in the education sector through its components like Resources, Infrastructure, People, Policies, Learning, Evaluation, and Support. It was originally designed as a way to view technology implementation in higher education and has been further developed to incorporate all educational institutions. The purpose of this study was to test the model whether or not it can be applied at corporate level by investigating the implementation of technologies in Oromia Education Bureau. To underlie the study qualitative study design was deployed and the data were collected through interviews, document review and observation. The data were analyzed qualitatively by considering the seven elements of the model as thematic areas of analysis. It was found that the RIPPLES model can be applicable at corporate level and also found that all the components of the original RIPPLES model are determinant factors for enabling and hindering the implementation of technology at an organizational level. Finally, it was suggested that the model is more effective at corporate level if one essential component ‘Strategy’ is added and hence SRIPPLES would be the new model for viewing technology implementation at organizational settings. It was also recommended that careful planning which equally considers all the components of the original RIPPLES model and the upcoming SRIPPLES model is necessary to avoid many of the common problems associated with unsuccessful implementation of technologies at corporate levels.},
 year = {2023}
}

Copy | Download

TY  - JOUR
T1  - Technology Implementation Practices in Oromia Education Bureau, Ethiopia: The Implication of the RIPPLES Model
AU  - Mengistu Leta Demissie
Y1  - 2023/02/27
PY  - 2023
N1  - https://doi.org/10.11648/j.stpp.20230701.11
DO  - 10.11648/j.stpp.20230701.11
T2  - Science, Technology & Public Policy
JF  - Science, Technology & Public Policy
JO  - Science, Technology & Public Policy
SP  - 1
EP  - 12
PB  - Science Publishing Group
SN  - 2640-4621
UR  - https://doi.org/10.11648/j.stpp.20230701.11
AB  - RIPPLES is a technology implementation model in the education sector through its components like Resources, Infrastructure, People, Policies, Learning, Evaluation, and Support. It was originally designed as a way to view technology implementation in higher education and has been further developed to incorporate all educational institutions. The purpose of this study was to test the model whether or not it can be applied at corporate level by investigating the implementation of technologies in Oromia Education Bureau. To underlie the study qualitative study design was deployed and the data were collected through interviews, document review and observation. The data were analyzed qualitatively by considering the seven elements of the model as thematic areas of analysis. It was found that the RIPPLES model can be applicable at corporate level and also found that all the components of the original RIPPLES model are determinant factors for enabling and hindering the implementation of technology at an organizational level. Finally, it was suggested that the model is more effective at corporate level if one essential component ‘Strategy’ is added and hence SRIPPLES would be the new model for viewing technology implementation at organizational settings. It was also recommended that careful planning which equally considers all the components of the original RIPPLES model and the upcoming SRIPPLES model is necessary to avoid many of the common problems associated with unsuccessful implementation of technologies at corporate levels.
VL  - 7
IS  - 1
ER  -

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