Design and Digital Technologies
in the 6-9 environment
Technology use and innovation are two of the defining characteristics of the human animal, and technology of all kinds is an integral and inseparable part of the world and of any culture in which children today live; therefore, being literate in this area is an important aspect of their learning. For many years, the debate has continued about the integration and scope of technologies in classrooms, and with the wide array of available technologies and the reach of AI today, there is some urgency in the need for clarity to support Montessori educators and the children, adolescents and communities they serve.
To keep foremost in mind are Montessori’s words when she wrote:
“An education capable of saving humanity is no small undertaking: it involves the spiritual development of man, the enhancement of his value as an individual, and the preparation of young people to understand the times in which they live.” Montessori, M. (1949). Education and Peace. Clio Press.
A balanced approach is advocated, which recognises the use and study of Technologies as important material that exists alongside the many other materials in the 6-12 classroom, all accessed in accordance with the aim and purpose of the learning. Technology sits comfortably within the pedagogy’s transdisciplinary approach and with its emphasis on the importance of process to effective and deep learning. As part of the prepared environment which is built on order, aesthetics, preparedness and purposeful activity, devices and other technologies are afforded the same respect and care, with literacies developed in their safe and considered use.
Montessori children in the second plane learn through multisensory, concrete experience, but are moving towards abstraction. Children in this plane continue to be interested in manipulating real objects to achieve meaningful goals in the concrete and social world around them, but there is a ‘looking out’ from the classroom to the way the world works and to culture. The emphasis in Montessori manipulatives on computational thinking, understanding systems and the importance of processes provides a strong foundational base for understanding in technology.
The materials and their embedded processes help in the development of sequential logic, computational thinking, data analysis l and observational thinking understood better in:
Precision & Control
Metal insets, cursive writing practice, bead frame, mathematics, scientific experiments
Sequential Logic
Sentence analysis, long division work, timeline activities, coding unplugged games
Basic Computational Thinking
Using decimal system materials, pattern extension exercises, storytelling with logic-based choices
Conceptual Understanding of Patterns
Fibonacci spiral exploration, tessellations, geometry in art, mathematics materials
Basic Data Analysis
Surveys and graphing activities, recording weather patterns, tracking plant growth etc.
Problem-solving with Complexity
Open-ended math problems, real-world applications and practical life troubleshooting, bridge-building challenges etc
Algorithm Creation
Writing simple instructions for a friend to follow, map-making, coding board games
Ethical Considerations
Group discussions on fairness, responsibility in digital spaces, moral dilemma stories
Adapted from Source: Broughton, K (2025) Mapping Montessori Materials for AI
Competencies and Development
The skills developed in the Children’s House are built upon through the 6-12 years and continue to indirectly prepare children for successful technological use in the later years of education and beyond. These include:
the development of socio-emotional skills and nurturing of respectful relationships, including those in the online environment, through grace and courtesy lessons and discussions
the ability to work safely and ethically within digital spaces ensuring wellbeing , privacy, protecting identity and understanding intellectual property
fine motor control and coordination
accessing, collating and interpreting a broader range of information, data and tools
procedural thinking and the ability to sequence, order and to observe
the ability to store and manage content
the ability to design, plan, test, reflect and evaluate
the ability to manage abstract concepts
higher-order thinking and problem-solving skills as applied to current as well as future learners
collaborative and creative uses in art, music and across learning areas
Successful engagement, learning with and about technologies, requires the ability to be multiliterate, in other words, to be literate in ‘multimodal ways of communicating through linguistics, visual, auditory, gestural and spatial forms’ requiring ‘the knowledge and skills needed to read, write and use spoken and written language and sounds and images’ (Hill 2007: 56). The diverse multimodal resources and activities in Montessori settings strongly equip children with the knowledge and skills that will set them up for success in a world in which digital technologies and multiple forms of literacy play an important role (See Statement on AI and Technology: An Open Letter to the Global Montessori Community from the AMS Innovation Fellowship Think Tank | The American Montessori Society; and Broughton, 2025).
Technology offers Children the opportunity to learn about things, events or processes that are too distant, too ancient, too abstract, or too dangerous for them to learn about by direct observation. Whilst technology can provide a window on the world outside the classroom, it is not able to replace knowing with experiencing; things, it is important that educators stay focused on the understanding of brain development and the child at the centre, partnering with science and humanity (Zoll, 2025).
The use of technologies should not take away from the importance of repetition and determination in the process of learning and of children’s role as collaborators and co-creators in their learning. In Montessori environments, digital technologies should enhance children's activities and skill-building and should not play a role where they perform tasks for children that they can do for themselves.
Peace education is central in the Montessori curriculum and to its pedagogy. Dr. Montessori urged caution regarding the lack of internal and social growth in the midst of progress, including technological advancements, when she wrote:
“…the development of man himself has not kept pace with that of his external environment. Society has not only developed into a state of utmost complication and extreme contrasts, but it has now come to a crisis in which the peace of the world and civilisation itself are threatened.” (Montessori, M. [1948 (1976)] From Childhood to Adolescence.
As Powell (2016) states:
Digital technology is a form of intelligence, a medium for the expression and communication of information and is far more pliant and malleable than traditional media. It can augment and extend real-world experiences for children in exciting and motivating ways that are limited only by the infinite creativity of the human mind.
As a productivity tool, Montessori educators, as prepared adults, bring the same intention to technologies as to the materials and stewardship to the Montessori classroom, where the activities performed are completed by children to develop themselves. Replacing this with technology may “diminish qualities such as self-discipline, sustained concentration, and in-depth deliberation by reducing the amounts of time, effort, and energy needed to perform tasks”(Powell, 2016: 164).
The OECD (2024) Reimagining Education Realising Potential, states:
By integrating approaches that prioritise hands-on activities, real-world problem solving, and
individualised learning paths, educators can foster environments that promote autonomy, creativity, and critical thinking. Such a shift requires a re-evaluation of curricular designs, teaching methods, and assessment practices to ensure they are flexible and responsive to students' diverse learning styles and paces.”
Digital, design and technologies are broad in their application. More than simple knowledge and understanding, they encompass important process and production skills. The technologies in the Montessori curriculum are embedded across learning areas, with systems thinking, design thinking and computational thinking required, with the most obvious application (though not limited to) mathematics, science, geography and the arts, allowing for authentic learning by making key connections with other learning areas. Children are invited to investigate and define, generate and design, produce and implement, evaluate and collaborate. Key lessons are delivered to inspire and support learning and deliver the required knowledge and skills with the required national curriculum guidance provided at Learning areas | V9 Australian Curriculum.
In the Design and technologies, the curriculum content, processes, and skills appear in the knowledge and understandings and the activities provided. Specific requirements around the sub-strands, types and technology contexts are addressed with reference to required local educational requirements (See Design and Technologies F-6 Curriculum content at Learning areas | V9 Australian Curriculum). Students explore the contexts in creating various types of designed solutions (products, services and environments) through the 6-12 years classrooms. Progression and development through the stages of learning are differentiated and communicated in the Montessori curriculum through the terms introducing the knowledge and skills with implications for deeper learning.
As an individual-centred and constructivist practice, Montessori educational philosophy and practice recognises that students may achieve at points that differ from their peers. Montessori classrooms/learning environments, with their 3-year-age range known as cycles that correspond to developmental stages, provide students with the experiences detailed within the Montessori curriculum. Whilst these experiences are not based on the expectation that all students will achieve at the same time or by a specified end point, teachers use their knowledge of the child and the curriculum and the suggested achievement bands within their state or country to inform their support and monitoring of student progress (See Design and Digital Technologies F-6 About the Subject and Curriculum content at Learning areas | V9 Australian Curriculum).
References:
Broughton, K. (2025), Mapping Montessori materials for AI Competence Development
Hill (2011 edition)
Powell, M (2016) Montessori practices: Options for a Digital Age, NAMTA Journal: Science Technology: Montessori Principles for the Digital Age, Vol 41, No 2