技术驱动教育学，也被教育学所驱动。这种联系是存在的，因为即使是简单的写作教学法也总是与技术有关。因此，其中一个的发展推动了另一个，反之亦然(Quinn, 2015)。甚至在数字学习时代到来之前，高等教育中的技术就已经具有了重要的应用价值。然而，正是数字连接加速了技术的发展。混合学习、灵活学习和e-collaborative learning技术改进了教学方法(Sappey， & Relf, 2010)。
Technologies drive pedagogy and are driven by pedagogy. This connection exists because even a simple pedagogy of writing was always involved with a technology. Thence, the development of one drove the other, and vice versa (Quinn, 2015). Technology in higher education held significance in use, even before the entry of the digital learning age. However, it was digital connectivity which accelerated technology developments. Blended learning, flexible learning and e-collaborative learning technologies have improved pedagogy (Sappey, & Relf, 2010).
The continued use of technologies in higher education entails the necessity to understand the current technologies. This research essay focuses on how current technologies can be categorized and how these categories serve specific purposes. A comparative analysis is drawn out to look at the overlaps and recommendations can be made for their future development based on the comparison.
The research is limited in time, and hence does not make use of the primary research data collection methods. Primarily research would have been more helpful in considering teacher and student perspectives on technology reliably. However, these issues have been addressed by making use of reliable peer reviewed journal articles for the research. Data has been collected from these articles and have been critically discussed.
The research analyzes and critically discusses the use of Virtual reality (VR), Augmented Reality (AR) and Artificial Intelligence (AI) technology in higher education. The research is conducted as two major blocks of discussion. The first discusses the effect of technology on teaching and the second compares and evaluates the technology.