A MULTI-DIMENSIONAL FRAMEWORK FOR THE SELECTION OF DIGITAL RESOURCES AND TOOLS IN EDUCATIONAL AND PROFESSIONAL CONTEXTS
Keywords:
digital resources, selection criteria, educational technology, e-learning, digital tools evaluation, instructional design, technology adoptionAbstract
The proliferation of digital resources and tools has fundamentally transformed pedagogical and professional landscapes. However, the abundance of choice often leads to haphazard adoption, driven by trends rather than pedagogical or operational necessity. This article proposes a multi-dimensional selection framework grounded in established educational technology theory and practical information management principles. The framework synthesizes criteria across six key domains: pedagogical alignment, content quality, usability and accessibility, technical robustness, ethical and legal compliance, and cost-effectiveness. By applying this structured rubric, educators, administrators, and corporate trainers can move from intuitive selection to evidence-based decision-making, ensuring that digital investments yield tangible improvements in learning outcomes and operational efficiency.
References
1. Aufderheide, P., & Jaszi, P. (2011). Reclaiming Fair Use: How to Put Balance Back in Copyright. University of Chicago Press.
2. Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The Difference Between Emergency Remote Teaching and Online Learning. EDUCAUSE Review.
3. IMS Global Learning Consortium. (2021). Learning Tools Interoperability (LTI) 1.3 Security Framework.
4. Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.
5. Mayer, R. E. (2009). Multimedia Learning (2nd ed.). Cambridge University Press.
6. Wiley, D. (2014). The Access Compromise and the 5th R. Iterating Toward Openness Blog.
7. Williamson, B. (2017). Big Data in Education: The Digital Future of Learning, Policy and Practice. Sage.
