CIC2601
ASSIGNMENT 3 2025
DUE: 6 AUGUST 2025
SEMESTER 2 2025
, CIC2601 ASSIGNMENT 3 2025
DUE: 6 AUGUST 2025
This assignment has three questions. Answer all three questions and include them in
one document.
Only PDF documents will be accepted for submission.
Question 1
The aim of this question is to allow you to demonstrate how digital technologies can be
used to foster higher-order cognitive skills.
Task: How can you ensure that the use of digital technologies in the classroom
supports the development of critical thinking and problem-solving skills in
learners?
1. Integration of Digital Technologies
To foster higher‐order cognitive skills, digital tools must be woven deliberately into
pedagogical design rather than used as an “add‐on.” For example:
Collaborative platforms e.g. Google Docs, Padlet enable learners to co‐construct
knowledge, critique peers’ ideas and build shared understandings in real time
(Learning Unit 3, p. 24).
Simulation and modelling software e.g. PhET, Tinkercad allow students to manipulate
variables, observe outcomes, and form hypotheses key activities in scientific inquiry
(Gunter & Gunter, 2015, p. 23).
ASSIGNMENT 3 2025
DUE: 6 AUGUST 2025
SEMESTER 2 2025
, CIC2601 ASSIGNMENT 3 2025
DUE: 6 AUGUST 2025
This assignment has three questions. Answer all three questions and include them in
one document.
Only PDF documents will be accepted for submission.
Question 1
The aim of this question is to allow you to demonstrate how digital technologies can be
used to foster higher-order cognitive skills.
Task: How can you ensure that the use of digital technologies in the classroom
supports the development of critical thinking and problem-solving skills in
learners?
1. Integration of Digital Technologies
To foster higher‐order cognitive skills, digital tools must be woven deliberately into
pedagogical design rather than used as an “add‐on.” For example:
Collaborative platforms e.g. Google Docs, Padlet enable learners to co‐construct
knowledge, critique peers’ ideas and build shared understandings in real time
(Learning Unit 3, p. 24).
Simulation and modelling software e.g. PhET, Tinkercad allow students to manipulate
variables, observe outcomes, and form hypotheses key activities in scientific inquiry
(Gunter & Gunter, 2015, p. 23).
