It has become an important aim of technology education learning activities to support students use and development of higher-order thinking. However, it seems that current theories have difficulties with defining higher-order thinking, and this lack of understanding often results in technology education teaching and learning that is fashioned by teacher intuition rather than by knowledge gained through empirical research. In other words, experienced technology educators are well versed in the teaching of technology related content, however they are provided with minimal support in understanding the nature of and support for higher-order thinking in their classrooms. In response to this disparity in knowledge, this paper briefly reviews relevant literature to underpin the need to establish a conceptualisation of higher-order thinking. Subsequent to this review, higher-order thinking is conceptualised in terms of cognitive, behaviour setting and activity theories.