For instance, handwritten answers in the examination, as well as the diverse learning nature, promote the dimension of specific applications of ICT (Gopnik 2). Further, evidence points at knowledge elements successfully dealing with both timing and sequence for their responses and ‘presence’ as better components in organizing their respective workflows (Ludtke 2). The growth in the body of evidence adds that other than perceiving digital connectivity to be disruptive, most dimensions need to investigate the manner in which individual performance undergoes assessment and support. This is especially within the policies encouraging the application of various technologies in terms of serving the set goals. There is a need to investigate how users are suitable and equipped for purposes of empowering them into managing their productivity and time. On the contrary, it is disingenuous to settle on the notion that all workers and learners stand to benefit from experiences of technological-support. For instance, girls with high-performance in schools tend to develop lower scores in improvement while the under-achieving males indicate consistent and measurable improvement. In addition, the relationship between performance and motivation narrows down in case the users do not embrace the challenge.
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