This research is exploring how emerging technologies are impacting teaching pedagogy and whether these technologies are nurturing higher order thinking in secondary schools in Australia. Technology in education has been identified as a 'wicked problem' (P. Mishra & Koehler, 2008) and a conundrum (Arntzen, 2008). It has been described as an unbearable disturbance to education (Marshall, 2002). It is difficult to resist the lure and illusion of technology's potentialities and this is what makes it so seductive (Abrams, 2014). Technology is a ubiquitous problem in education. It is important that educators explore the gap between potential and reality for technology in secondary schools, particularly in English Language Arts classrooms and whether higher order thinking skills are being nurtured with the use of these technologies. Our theoretical understanding of how learning is occurring through technologies is not keeping pace with the introduction of these technologies in our classrooms (Martin, 2007).