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Technology is crucial for the teaching and learning process. The deployment and implementation of specific technologies within the educational and enterprise environment proved a more efficient and practical approach to enhancing students’ mastery of content and the teacher’s professional productivity (Huang et al., 2019). Both technologies bode for a functional competency and a hands-on approach to teaching and learning to improve the outcomes. Educational and human technologies have different elements built on ethics, interdisciplinary interaction, and limited research on some aspects.
The integration of information technology into the current education systems gives the need for a more diverse approach toward the contemporary aspect of academic issues. In the article “Application of Performance Technology in Educational Technology,” Yingying Sun (2017) asserts the attention and concern channeled towards the performance technology in the educational technology framework. The article argues that performance and educational technologies have their basis on objects, from optimizing resource pools to streamlined and efficient management in the human field (Sun, 2017). It relates to issues that articulate the presence of the whole educational field structure. The article does not advocate for the more minor detailed aspects of the entire process or methods towards the significant target of students’ mastery of skills and contents as a more prominent result of the human performance concept (Sun, 2017). The process is also characterized by target, where the students and the learner community should be able to meet some requirements as norms according to the design spelled out by the specific education system.
Similarly, according to the article “Professional Ethics in Performance and Educational Technology,” a cohesive approach toward ethical and professional structure can be developed towards educational and performance technologies in different contexts. There is the analysis of previous studies on instructional learning, and while approaching each characteristic pattern, it does not align with the aspects involved during the development phase (Guney, 2019). While the approach in educational technology is more diverse and involves many fields, such as students’ privacy and netiquette, it is majorly valuable and applicable in academic and social settings.
The article “Where is the “Theory” Within the Field of Educational Technology Research?” also states the need for further research in the context of educational technology theorizing. The authors advocate for a semi-systematic empirical approach (Hew et al., 2019). While there are several fields in which academic and performance-based technologies depict the same ideas and interests, there are limitations due to the integration of vague theories and the definition of primary design contexts
Consistent with the assertions of other articles, there is an interdisciplinary relation, as shown by the research on educational and human performance technologies based on using and deploying artificial intelligence-based technologies, which is the bottom line of the other articles. The article “Designing Educational Technologies in the Age of AI: A Learning Sciences-Driven Approach,” puts forward propositions that link the various learning science relations, educational and learning process to performance skills in the human aspect scope (Luckin & Cukurova, 2019). The article integrates the use of three case studies to be more systematic in its approach to the topic. It contrasts with the rest of the articles and significantly defines the limitations of the presented propositions and the consequential conclusive outcomes.
Likewise, the article “Technology acceptance model in an educational context: A systematic literature review” asserts an innate connection between educational technology and human performance regarding application, adoption, and implementation. The technology acceptance model is based on how human performance models infer valuable and relevant integration into the learning environment and at the different user levels (Granić & Marangunić, 2019). The article has extensive research based on 71 resource articles. It still depicts shallow coverage of strategies that ensure proper coordination between the educational and human performance-based technologies at the different stages.
In contrast, the article “Application of Performance Technology in Educational Technology” fails to address the core characteristic that defines the differences articulated for the different environmental settings and the relevance of each based on limitations. The achievement of both technologies is further based on the design structure (Sun, 2017). While educational technology is used interactively in the educational sector, especially in the schooling environment, human performance technology is actively employed in the enterprise and corporate world. Educational technology is more concerned with the need for a more proactive education system and the accompanying products and programs. Same with the other articles on the conclusive talent adaptation, professionals of both technology categories interact in what forms the interspersion of the educational and enterprise spheres, as explained in the article.
The article “Professional Ethics in Performance and Educational Technology” differs from the previous articles in that it fails to acknowledge the structural forms at the different levels of structure design (Guney, 2019). Therefore, the article’s author claims ethics is a critical focal point for educational and performance technology, unique to the article. However, the article is limited in discussing the formative aspects for each at different levels and, therefore, opens for implications more research.
The article “Professional Ethics in Performance and Educational Technology” discusses the limitation of being too imperative without proper systematic build-up structure towards having a prevalence in the extensive context structure. The approach adopts and advocates the use of a generalized pivotal system toward the extent of explicit and empirical theories in defining the needs and outcomes of educational and performance technologies, in contrast to the other articles (Hew et al., 2019). The article adopts the use of practical studies while avoiding the use of conceptual literature review.
The article “Designing Educational Technologies in the Age of AI: A Learning Sciences-Driven Approach” differs as it advocates the importance of the need for interdisciplinary research to address the gaps between the same technology fields. In addition, the limitation is the failure to present extensive coverage of the essentials for a more streamlined and encompassed focus on the pedagogical needs (Luckin & Cukurova, 2019). The particular point of the article is its research into the empirical approach of analytics in learning sciences and the integration of big data in educational and enterprise settings.
On the other hand also, the article “Designing Educational Technologies in the Age of AI: A Learning Sciences-Driven Approach” puts the teaching and learning environment, technology acceptance is trendy, coupled with different attitudes of people towards acceptance of the technologies. In general, the article fails to offer a comprehensive analysis of learning domains to varying levels of the educational sector and thus gives space for future research and development. In the implementation process, human performance technology takes a systematic approach to integration toward developing educational structures (Granić & Marangunić, 2019). The article further argues that human performance technology, as compared to educational technology, proposes the adoption of occurrence patterns rather than the ideal condition provisions. This contrasts with the other elementary basics of the different articles.
To sum up, the disciplines of educational and human performance technologies are integral in academic, professional, and enterprise settings. Technology acceptance models are crucial to analyze the various environment for integration of aspects of the technologies and address the limitations experienced in the theories and literature sourcing. Technology acceptance concerning multiple elements, including educational and human performance technologies, takes various trends with time progression. The critique outline takes a systematic approach, with prevalent empirical structures for the diverse study backgrounds.
References
Granić, A., & Marangunić, N. (2019). Technology acceptance model in educational context: A systematic literature review.British Journal of Educational Technology, 50(5), 2572-2593. Web.
Guney, Z. (2019). Professional ethics in performance and educational technology.Educational Policy Analysis and Strategic Research, 14(4), 190-200. Web.
Hew, K. F., Lan, M., Tang, Y., Jia, C., & Lo, C. K. (2019). Where is the “theory” within the field of educational technology research? British Journal of Educational Technology, 50(3), 956-971. Web.
Huang, R., Spector, J. M., & Yang, J. (2019). Educational technology a primer for the 21st century. Springer. Web.
Luckin, R., & Cukurova, M. (2019). Designing educational technologies in the age of AI: A learning sciences‐driven approach.British Journal of Educational Technology, 50(6), 2824-2838. Web.
Sun, Y. (2017). Application of performance technology in educational technology. In 7th International Conference on Management, Education, Information and Control (MEICI 2017) (pp. 64-67). Atlantis Press. Web.
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