The best strategies to promote HOTS with Tech in the classroom today

By Michael Hilkemeijer

 

 

How to Promote Higher Order Thinking in the Classroom Through Purposeful Dialogue?

Knowing which questions to ask is only part of understanding how to promote higher order thinking in the classroom. A question may begin the thinking, but the educator’s response determines whether that thinking develops or comes to an end.

Consider a child looking at a tall block tower and predicting, “It will fall.”

 

If the educator responds, “Let’s see if you’re right,” the activity continues, but the child’s reasoning remains unexplored.

If the educator instead asks, “What have you noticed that makes you think it will fall?” the child’s first answer becomes the beginning of a deeper investigation.

 

This is an important distinction when learning how to teach higher order thinking skills. A collection of question stems can be useful, but effective HOTS teaching strategies depend on what happens after a question has been asked. The educator listens to the child’s idea and then creates opportunities for it to be explained, compared, tested and revised.

 

 

Begin with the Child’s Existing Idea

Purposeful dialogue begins with careful listening. Before asking another question, the educator needs to understand what the child is predicting, noticing, assuming, comparing or attempting to solve.

 

A child’s idea might be communicated through speech, gesture, movement, drawing, construction or a digital creation. The educator’s first responsibility is to recognise the idea and respond to what the child is actually thinking.

Useful responses might include:

• “Can you tell me more about your idea?”
• “What did you notice?”
• “How did you decide that?”
• “What were you thinking when you chose that?”
• “What do you already know that might help us?”

 

These prompts are not a script to follow in order. The educator chooses a response that connects directly with the child’s contribution.

Returning to the tower example, the child’s explanation might reveal an idea about its height, balance, block shapes or the width of its base. Once that idea becomes visible, the educator has something specific to extend. Without this listening stage, it is easy to move the activity forward while leaving the thinking behind.

 

 

Ask Children to Explain Their Reasoning

An answer reveals what a child thinks. An explanation begins to reveal how the child is thinking.

 

Higher order thinking skills in the classroom become more visible when children are encouraged to justify a choice, connect an idea with something they observed or demonstrate how they reached a decision.

The educator might ask:

• “What makes you think that?”
• “What did you notice that supports your idea?”
• “Why did you choose this way?”
• “Can you show me the part that helped you decide?”
• “How is this connected to what happened before?”

 

Reasoning does not need to be expressed only through extended speech. A child might point to the narrow base of a tower, rearrange objects, draw a possible solution, sequence photographs, replay a recording or create a digital representation.

 

Providing different ways for children to explain their ideas makes the dialogue more inclusive. It recognises that spoken or written language may not always capture a child’s complete reasoning process.

 

The purpose is not to test whether the child can produce the explanation the educator expects. It is to help the child examine their own thinking and make the basis of their idea available to others.

 

 

Introduce Another Possibility Without Supplying the Answer

Once a child has explained an idea, the educator can introduce a contrasting observation, another child’s perspective or a change to one part of the problem.

For example:

• “Mia thinks the tower fell because the base was too narrow. How is her idea different from yours?”
• “Could there be another explanation?”
• “What might happen if we changed one part?”
• “Can you think of another way to solve it?”
• “Could both ideas help us?”

Effective HOTS teaching strategies encourage children to compare possibilities and evaluate alternatives without directing them immediately towards one predetermined answer.

 

This is where purposeful dialogue can develop into sustained shared thinking. Children and adults work together intellectually to clarify an idea, investigate a problem or evaluate what happened. The educator contributes to the thinking without removing the child’s responsibility for it.

 

Different explanations do not need to be resolved immediately. They can become possibilities to investigate, provided each contribution is treated respectfully and children are given sufficient time to explain what they mean.

 

 

Give Children an Opportunity to Test the Idea

Purposeful dialogue should eventually lead children back into action. After explaining and comparing their ideas, children need an opportunity to discover what happens.

They might:

• widen the tower’s base;
• change one command in a programmed sequence;
• repeat an observation;
• compare two designs;
• select another material; or
• test a solution suggested by another child.

 

Technology can support this investigation when it has a clear pedagogical purpose. Children might use available technology to:

• record a prediction before testing begins;
• photograph different stages of a construction;
• replay an event that was difficult to observe at the time;
• compare two attempts;
• sequence evidence; or
• represent and communicate an explanation.

 

Technology does not produce higher order thinking skills by itself. Its value comes from helping children capture, revisit, compare or communicate evidence connected with the learning purpose.

In some situations, physical materials and conversation will be sufficient. A digital tool should be included only when it adds something useful to the investigation.

 

Testing matters because it allows children to encounter the consequences of their decisions. They can compare what happened with what they expected and use new evidence to evaluate their original idea.

An attempt that does not work is not wasted. It can reveal what needs to change, encourage perseverance and provide the evidence needed to make a more informed decision.

 

 

Help Children Reconsider and Revise Their Thinking

After children have tested an idea, the educator can return to their original prediction or explanation.

Useful follow-up questions include:

• “What happened when you tested your idea?”
• “Was anything different from what you expected?”
• “What did you notice this time?”
• “Has anything changed your thinking?”
• “Which idea now seems stronger, and why?”
• “What would you change if you tried again?”

 

Changing an idea after encountering new evidence is not a failure. It is evidence that the child’s thinking has developed.

The child might modify an explanation, combine two ideas, select a stronger solution, improve a design or explain why their original view changed.

 

The practical sequence can be remembered as:

Initial idea → reasoning → another possibility → testing → reconsideration → revision

This is not a rigid lesson format. Children may move backwards and forwards between these stages, return to earlier evidence or test several different possibilities.

Its purpose is to remind educators that a child’s first response should be treated as the beginning of the conversation rather than its conclusion.

 

 

What Does Purposeful Dialogue Look Like During a Technology-Rich Experience?

Imagine a group of children building tall towers. They photograph their first design, and one child predicts that the tower will fall because it is “too tall.”

Instead of moving directly to the test, the educator asks:

“What have you noticed that makes you think it is too tall?”

 

The child points to the blocks leaning near the top. Another child suggests that the narrow base might be the problem.

 

The educator does not decide which explanation is correct. Instead, they ask:

“How could we test both ideas?”

 

The children decide to construct two towers of a similar height but with differently sized bases. They photograph each design, test both towers and compare the results with their original predictions.

 

When the tower with the wider base remains standing, the educator does not simply announce the correct explanation. They ask:

“What do the two photographs help us notice?”

 

The children use the images and the results of their tests to reconsider their explanations. The educator then asks:

“What would you change if you built another tower?”

The children apply what they have learned to improve their next design.

 

This example demonstrates how to promote higher order thinking in the classroom without requiring a new app, device or stand-alone HOTS activity. Familiar materials create the problem, purposeful dialogue develops the reasoning and an available camera preserves evidence that children can examine and compare.

 

 

How Can You Tell Whether the Dialogue Extended the Thinking?

Engagement alone does not demonstrate that deeper thinking occurred. Enjoyment, concentration and enthusiasm can accompany learning, but educators also need to consider whether the interaction changed the quality of children’s thinking.

 

Signs that purposeful dialogue extended the thinking might include a child:

• explaining why they hold an idea;
• using an observation, photograph or recording as evidence;
• comparing two explanations;
• responding to another child’s perspective;
• testing an idea rather than merely guessing;
• changing or qualifying an explanation after seeing the result;
• using an unsuccessful attempt to inform the next decision; or
• returning to a digital creation or record to explain what changed.

 

These signs help educators consider not only what the child did but also what their own response made possible.

 

Did the educator’s follow-up response invite explanation, comparison, testing and revision? Or did it unintentionally bring the conversation to an end?

 

Reflecting on this distinction provides a practical starting point for strengthening HOTS in teaching.

 

 

Developing More Effective HOTS Teaching Strategies

Once educators begin using purposeful dialogue, every interaction becomes an opportunity to improve the next one. Reflecting while children’s explanations, your observations and your own responses remain fresh can help you recognise whether your dialogue extended their thinking or unintentionally brought it to an end.

 

An educator wanting to extend the learning from this article might ask:

“I want to learn how to promote higher order thinking in the classroom. What purposeful follow-up responses can I use after a young child gives an initial answer during a technology-rich learning experience to help them explain their reasoning, test different possibilities and revise their thinking?”

 

This question clearly identifies the educator’s learning goal, the early childhood context and the particular point in the interaction where support is needed. Instead of requesting another broad explanation of higher-order thinking or a list of activities, it asks for relevant guidance that can be applied during the next learning experience.

 

Through the ICT in Education Teacher Academy, members can ask meaningful questions like this and receive immediate answers supported by relevant lesson plans, workshops, expert replays and practical examples. They can apply one suggested change, observe what happens and return with a more developed question. Over time, each question builds on the last, strengthening the educator’s HOTS teaching strategies and continuing the development of their digital pedagogy.

 

The choice is yours.

Continue searching online for ways to promote higher order thinking—or commit to 90 days of continuing professional development through the ICT in Education Teacher Academy.

Become a member today and start strengthening higher order thinking skills in the classroom—one meaningful question at a time.

 

 

 

 

 

 

 

 

What Exactly Are Higher-Order Thinking Skills—and How Do They Look in Early Childhood?

When Michelle, an experienced early childhood educator, introduced a simple drawing app to her kindergarten class, she never expected what came next. One child, Lucy, began using the app to recreate the lifecycle of a butterfly, narrating each stage as she drew. Another child started comparing caterpillars and worms by searching for differences online and capturing images. What began as a simple ICT exploration turned into a full-blown inquiry project where children connected concepts, asked questions, evaluated their work, and reflected on their learning.

 

Michelle had unlocked something powerful: higher-order thinking skills (HOTS)—and she was eager to understand how to develop and support this consistently. That's when her journey led her to the ICT in Education Teacher Academy.

 

 

 

Many educators wonder: "Are higher-order thinking skills really relevant in the early years?" The answer is yes—and they’re essential.

 

Higher-order thinking skills (HOTS), based on Bloom’s Taxonomy, involve the ability to apply, analyse, evaluate, and create. They go beyond simple recall or recognition of information. In early childhood, HOTS can look like:

• Comparing two drawings and describing similarities and differences

• Justifying a choice of digital tool to complete a task

• Creating a multimedia story using various apps

• Reflecting on a completed project and suggesting improvements

 

These examples demonstrate that young children are capable of sophisticated thinking when supported with the right strategies and environments.

 

 

Why Should I Care About Higher-Order Thinking in the Classroom?

If you’ve ever asked yourself "Why is this important?", you’re not alone. HOTS are fundamental for preparing children to thrive in a complex, digital world—and yet they are often overlooked in favour of traditional learning outcomes.

 

Higher-order thinking is not just about enhancing student outcomes—it’s about shaping capable, independent, and reflective learners who can use technology meaningfully. Without a structured approach to promoting HOTS, opportunities for children to engage in critical thinking, creative problem-solving, and conceptual understanding may be missed.

 

Here are a few reasons to prioritise higher-order thinking:

• Deepens engagement: Children become more invested when they explore, question, and solve.

• Fosters independence: HOTS empower learners to make decisions and take ownership.

• Supports lifelong skills: Reflection, evaluation, and problem-solving are key 21st-century competencies.

• Builds confidence: Children become more expressive and articulate about their learning process.

 

According to RIC Publications, encouraging HOTS helps children think critically and creatively, building a deeper understanding of subject matter. But the challenge for many educators is how to promote HOTS in ways that are both effective and manageable within their existing environment.

 

This is where the ICT in Education Teacher Academy offers a game-changing solution. The membership is built around helping educators not only understand the importance of higher-order thinking, but also learn how to implement it through digital pedagogies that work with the technology they already have.

 

Michelle discovered that rather than needing the latest apps or expensive tools, she could foster deep thinking using simple, accessible ICT—if she had the right strategies. The lesson plans, workshops, and planning templates inside the membership made HOTS a visible, achievable, and assessable part of her everyday teaching.

 

The membership helped Michelle shift from feeling unsure about the role of higher-order thinking to becoming a confident educator who designs purposeful digital experiences that extend children’s thinking.

 

If you care about equipping your students for the digital age—and want to do it in a way that is evidence-based, practical, and aligned to curriculum standards—the ICT in Education Teacher Academy gives you the tools and guidance to make it happen.

 

 

 

 

 

How Can I Start Supporting Higher-Order Thinking with Technology?

Michelle’s turning point came when she joined the ICT in Education Teacher Academy and accessed the foundational resource "Using ICT to Promote Higher Order Thinking Skills." Up until that point, she had unknowingly included fragments of HOTS in her practice, but she lacked a comprehensive strategy. The membership gave her a clear, structured pathway to start embedding HOTS across her digital learning environment intentionally.

 

What made the biggest difference for Michelle was how everything in the membership was connected to real, practical teaching—not just theory. She didn’t have to interpret abstract frameworks or translate research into classroom action. It was all done for her.

 

Through the membership workbook, she was introduced to planning templates that:

• Aligned directly with Bloom’s Taxonomy

• Prompted her to define the specific higher-order thinking skill she wanted to target

• Linked each activity with the appropriate digital tools

• Included space for reflection and child observation

 

As she worked through the workbook, Michelle realised she could transform even simple activities—like using a drawing app—into opportunities for critical thinking. The guidance helped her reframe questions, structure reflection time, and gradually give children more control over their choices.

 

Michelle then explored the lesson plan library, which provided ready-to-use activities clearly mapped to HOTS categories such as evaluating, analysing, reasoning, and creating. These weren’t generic templates—they were:

• Customised for early childhood and primary settings

• Written with the EYLF and TPACK frameworks in mind

• Paired with a Higher Order Thinking Skills Table to help Michelle understand exactly which thinking processes were being developed in each activity

 

Most importantly, the membership helped Michelle maximise the technology she already had available. She didn’t need expensive or new devices—just the understanding of how to use her existing ICT resources in a more meaningful, strategic way. The focus of the Academy is on evidence-based digital pedagogies that empower educators to get more from what they already use.

 

When Michelle wasn’t sure how to adapt an activity for her mixed-ability group, she turned to the Wisdom Tool, a chat feature inside the membership that gave her instant, expert guidance tailored to her classroom context.

 

This interconnected ecosystem of support—resources, plans, tools, and community—gave Michelle everything she needed to:

• Feel confident in her planning

• Promote deeper thinking in her students

• Align her ICT practices with curriculum outcomes

• Grow as a reflective, digitally capable educator

• Make the most of the digital tools and technology already in her classroom

 

If you’ve been wondering how to take the next step in using ICT to genuinely support higher-order thinking, the ICT in Education Teacher Academy gives you everything you need to do just that. It’s not just about technology—it’s about teaching better with it—and making every digital interaction a rich learning opportunity.

 

 

 

 

 

 

What Activities Can I Use Right Now to Develop Higher-Order Thinking?

One of the most frequent questions educators ask is: *"What are some practical ICT activities that encourage higher-order thinking?"

 

Here are examples that Michelle found inside the Academy’s lesson plan bank, each featuring a Higher Order Thinking Skills Table to guide implementation:

• Digital Drawing with Voice Narration – Children draw a scene and explain their choices. (HOTS: Evaluating, Creating)

• Photo Comparison Projects – Use tablets to take nature photos and guide children in comparing and categorising them. (HOTS: Analysing)

• Bee Bot Maze Design – Children design and program a maze, revising strategies as needed. (HOTS: Problem Solving)

• Augmented Reality Storytelling – Children draw and place their images into an AR environment and narrate a story. (HOTS: Connecting Concepts, Evaluating)

 

Each lesson provided Michelle with:

• A detailed plan

• Clear ICT resources needed

• A breakdown of which HOTS are targeted

• Adaptation ideas for different learning contexts

 

 

How Can I Assess Whether My Students Are Actually Using Higher-Order Thinking?

Assessment is often a sticking point. Michelle wondered: "How do I know if my students are really thinking critically?"

 

Inside the ICT in Education Teacher Academy, she discovered a clear and research-informed framework for assessing HOTS. Drawing on Brookhart (2010) and supported by membership resources, she learned that assessing higher-order thinking involves more than just checking whether a child completed a task. It requires thoughtful planning, purposeful task design, and targeted observation.

 

Michelle began applying the three fundamental principles of assessment:

• Specify clearly and exactly what you want to assess – Each Academy lesson plan provided her with HOTS-aligned learning intentions and prompts so she could focus on analysing, evaluating, or problem-solving.

• Design tasks that require demonstration of HOTS – Rather than having children simply use a tool, Michelle used scenarios, visuals, and inquiry-based tasks found in the membership to challenge children to apply their thinking.

• Decide what counts as evidence – The membership workbook helped her decide what observable behaviours, reflections, or digital outputs could be used as proof of a child’s HOTS development.

 

 

In addition, the membership guided her to use more advanced principles of HOTS assessment:

• Presenting new, unfamiliar material that prompts children to transfer their knowledge.

• Using scenarios or open-ended problems rather than fact-based prompts.

• Distinguishing between difficulty and cognitive demand—an easy task can still require higher-order thinking depending on the questions asked.

Membership-Based Strategies for Each HOTS Component

Michelle was also introduced to detailed guidance inside the “Using ICT to Promote Higher Order Thinking Skills” resource, which breaks down assessment by specific components of HOTS:

• Assessing Analysis: Michelle used compare-and-contrast activities from the lesson plans (e.g., “How is this app like another we used?”) to prompt analytical thinking. The workbook encouraged her to use reflective questioning: “What was the main problem in your digital project?”

• Assessing Evaluation: She included opportunities for children to critique the tools they used. For example, after completing a Bee Bot maze, students discussed which commands worked best and why. She used a simple set of evaluative criteria sourced from the Academy to scaffold this process.

• Assessing Reasoning and Logic: The Academy community shared examples of sustained shared thinking prompts such as “Why did you choose this tool?” or “What other way could you have done this?” Michelle began modelling her own thought processes to help children reason aloud.

• Assessing Judgement: In digital storytelling activities, students had to choose the most appropriate app and justify their selection. Michelle recorded their responses as evidence of critical judgement—an example inspired by a lesson plan in the member library.

• Assessing Problem Solving: She used step-by-step checklists from the membership workbook to observe children as they:

  • Identified problems (e.g., “The Bee Bot didn’t go where I wanted!”)

  • Tried new strategies

  • Evaluated what worked and adjusted

 

 

Each membership lesson plan includes a table that outlines these components, suggested reflection questions, and examples of digital evidence. Michelle no longer had to guess what to look for—she had a framework at her fingertips.

The result? Michelle felt empowered to assess higher-order thinking not just through observation, but through conversation, reflection, and documented student choices.

 

 

 

 

What ICT Tools Are Best for Promoting HOTS?

Another common question is: *"What tech actually works for higher-order thinking?"

 

Michelle discovered that content-free, open-ended tools were the most powerful—and this is a key focus within the ICT in Education Teacher Academy. These tools allow children to take control of their learning, explore at their own pace, and develop critical decision-making and evaluative skills along the way. Examples include:

• Drawing and painting programs

• Word processors and desktop publishing software

• Concept mapping and mind-mapping tools

• Spreadsheets and databases

• Coding tools (e.g., Bee Bots, ScratchJr)

• Presentation and multimedia apps

 

 

Each of these ICT tools supports specific higher-order thinking outcomes depending on how they are integrated into the learning activity. For example:

• A concept map tool might help children connect and categorise information (analysing).

• A digital painting app can support creative thinking and evaluation of design choices.

• A spreadsheet used in a nature observation activity can help students compare, contrast, and reason through their findings.

 

 

What helped Michelle most was that every lesson plan in the Academy clearly linked the ICT tools used to the HOTS being developed. Each plan includes a Higher Order Thinking Skills Table that shows exactly which thinking processes (e.g., evaluating, analysing, creating) are embedded in the activity.

 

 

This allowed Michelle to:

• Confidently select the right ICT tools for the thinking skills she wanted to develop

• Avoid generic activities and instead choose purpose-driven, outcomes-based lessons

• Build a repertoire of digital tools matched to higher-order learning goals

• Reflect on how her choice of ICT influenced children’s ability to plan, evaluate, and reflect

 

 

In addition, the membership's "Using ICT to Promote Higher Order Thinking Skills" resource goes deeper into explaining the kinds of tools that empower thinking. It walks educators through how to evaluate software based on:

• The level of control it offers children

• The thinking processes it promotes

• How easily it supports independent exploration and decision-making

 

 

This resource gave Michelle the confidence to move beyond default software and instead choose ICT intentionally based on learning goals. The result? Her students not only used technology—they used it to think more deeply, reflect more clearly, and express themselves with greater confidence.

 

 

How Has Michelle Changed as an Educator—And How Can You Follow the Same Path?

Since joining the Academy, Michelle’s mindset, confidence, and classroom practice have evolved significantly. At first, she was unsure how to consistently support higher-order thinking in her students. While her learners were already demonstrating early signs of analysis and creativity, she didn’t have a clear strategy for nurturing these skills or measuring their development.

 

Through the Academy, Michelle:

• Shifted from spontaneous to intentional planning: By using the membership workbook, she began planning with specific HOTS in mind. Each lesson she designed was rooted in a clear thinking skill—whether it was analysis, evaluation, or problem-solving—and aligned to the EYLF outcomes.

• Built a reflective teaching habit: The workbook's journaling prompts and reflection templates helped her think critically about her own role in promoting HOTS. She began asking herself, "Did this lesson support deeper thinking? Did children make meaningful connections?"

• Made data-informed decisions about her teaching: With the TPACK radar chart, Michelle could visualise her growth across seven domains of teacher knowledge. This wasn’t just helpful for her—it was something she shared with her director to demonstrate professional growth and learning outcomes.

• Gained fast, expert support: Anytime Michelle was uncertain about an activity’s value in developing HOTS, she turned to the Wisdom Tool. The responses she received gave her practical strategies she could implement immediately—saving time and reducing overwhelm.

• Collaborated with like-minded educators: Through the member community, she participated in reflective discussions, shared her wins and challenges, and even received feedback on her lesson ideas. This gave her a sense of belonging and helped her see herself as part of a professional learning network.

• Applied done-for-you lesson plans with clarity: With each lesson plan featuring a HOTS table, Michelle knew exactly which thinking skills were being targeted. She no longer had to wonder, "Is this activity meaningful?" She could see how it fit into a bigger pedagogical picture.

 

The transformation was evident not just in Michelle’s confidence, but in the depth of her students’ engagement. Children began articulating their reasoning more clearly, asking more questions, and showing pride in their problem-solving. Michelle wasn’t just using technology—she was using it to cultivate deep, reflective, and independent learners.

 

 

 

 

 

 

Where Can You Get the Resources and Confidence to Promote HOTS with Technology?

You’ll find everything you need to develop higher-order thinking skills with ICT inside the ICT in Education Teacher Academy. This is not just a collection of online workshops—it’s a comprehensive professional learning pathway designed for early childhood and primary educators who want to transform their teaching practice.

 

Here’s what makes the membership stand out:

• The HOTS Resource Guide: The “Using ICT to Promote Higher Order Thinking Skills” resource is your deep-dive into the theory and classroom application of HOTS. It breaks down the thinking processes, gives examples, and explains how to apply them through technology.

• The Structured Membership Workbook: At the heart of the membership is a downloadable workbook that guides you step-by-step through integrating HOTS with ICT. It includes:

  • Planning templates linked to Bloom’s Taxonomy

  • A Higher Order Thinking Skills checklist

  • Guidance for aligning HOTS with EYLF outcomes

  • Reflective journaling prompts

  • A TPACK radar chart to track your own growth in ICT-integrated teaching

• Ready-Made Lesson Plans: You’ll gain access to a library of done-for-you lesson plans. Each plan:

  • Clearly outlines the ICT tools used

  • Highlights the specific HOTS developed in the activity

  • Includes adaptation ideas and extension activities

  • Provides observation and assessment prompts

• The Wisdom Tool: Got a question? Ask it directly in the Wisdom Tool and get fast, thoughtful responses from a digital pedagogy expert—saving you time and deepening your understanding.

• Professional Learning Workshops: Access exclusive workshops such as “Harnessing Technology in Early Childhood Education” and “Technology and Creativity in the Early Years,” all of which embed HOTS strategies throughout.

• Supportive Community: Share ideas, seek feedback, and learn from fellow educators in our thriving online member community. It’s a space to collaborate, troubleshoot, and celebrate your success.

 

With these tools at your fingertips, you’ll gain the confidence and clarity to support deep thinking in your classroom using technology—just like Michelle.

 

Ready to Start Promoting HOTS in Your Classroom?

Michelle’s story is a testament to what’s possible when thoughtful planning, meaningful technology use, and professional support come together. From tentative beginnings to confidently leading children through inquiry-based learning with ICT, she didn’t just improve her teaching—she transformed it.

 

Throughout this article, we explored:

• What higher-order thinking skills are and how they look in early learning

• Why HOTS matter so much in today’s digital world

• Practical activities and tools that encourage critical, reflective, and creative thinking

• Strategies for assessing HOTS with confidence

• How Michelle used the membership’s workbook, lesson plans, and community to guide her every step

 

Each step of Michelle’s journey was grounded in the support she received from the ICT in Education Teacher Academy. It wasn’t about adding more to her plate—it was about doing what she already loved, with more purpose, clarity, and impact.

 

The membership is designed to help you:

• Maximise the technology already in your classroom

• Apply evidence-based digital pedagogy linked to curriculum outcomes

• Build your confidence in scaffolding and assessing HOTS

• Join a professional community that encourages growth and shared learning

 

So now the question becomes:

Are you ready to become the educator who doesn’t just use technology—but uses it to transform thinking, deepen learning, and foster independence in every child?

The tools, strategies, and support you need are waiting for you inside the ICT in Education Teacher Academy.

Here is an example of higher order thinking activities: