Polly, D. (2011). Developing students’ higher-order thinking skills (HOTS) through technology-rich tasks. Educational Technology, 51(4), 20-26. http://www.jstor.org/stable/44429927

Abstract:

“Technology has been shown to positively influence student learning when students explore technology-rich tasks that simultaneously require them to use higher- order thinking skills (HOTS), such as analyzing or evaluating information or creating new representations of knowledge. Educational technology researchers have posited that in order for teachers to effectively integrate technology, teachers need a set of knowledge components referred to as Technological, Pedagogical, and Content Knowledge (TPACK). This article examines the overlap between technology-rich tasks that develop HOTS and TPACK in the context of formal school settings. Implications for research and practice related to implementing technology-rich tasks and developing teachers’ TPACK are also discussed.”