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Tactile Theory was born from a vision we have of schools where students and teachers alike, are passionate and excited about new and emerging technologies. We, like many people in education, business and government circles, want the leaders of tomorrow to understand and be able to use, more complex technologies than spreadsheets and word processing software.

At school, we experienced the broad spectrum of teachers, from those interested and enthusiastic about engaging in technology with students, to those completely resistant to learning about and integrating technology at all.

We want to support and encourage teachers to embrace new and emerging technologies and become more confident to lead and teach their futures learning classrooms. We want to help teachers enable their students to compete in a changing and volatile economy, to become flexible learners and workers, so that they can adjust to the demands of change that the future workforce will require of them.

We want to address the dire need schools have to better equip teachers with the skills to maximise the positives of the technology-rich classrooms we now have.

Giving back

Tactile Theory is proud to join Pledge 1%, a global movement creating new normal where companies of all sizes integrate giving back into their culture and values.

Pledge 1% empowers companies to donate 1% of product, 1% of equity, 1% of profit or 1% of employee time to causes of their choice. Over 1,500 companies in 40 countries have taken the Pledge and committed to give to communities around the world.

Tactile Theory is excited to join Pledge 1%’s network of founders, entrepreneurs and companies around the globe that have committed to giving back.

Our team

Wenshuo Li

Wenshuo Li


Wenshuo is the Tactile Theory education director and course presenter. He is an experienced classroom teacher and provides extensive advice about the challenges of modern education practice. He teaches across a number of STEAM subjects and has hands-on, practical experience of integrating the use of mobile technology and an interactive assessment system with his own students.

Ian Thomas

Ian Thomas


Ian is the technical director at Tactile Theory. He has a background in the education not-for-profit space and advises our team about the pedagogical practice contained in our programs, and ensures classroom feasibility.

Ian’s experience with Logic Academy saw him lead extracurricular activities for primary school students across Sydney.

Adam Carmichael

Adam Carmichael


Adam is the Tactile Theory education consultant. He has a background in the Information Technology industry and education not-for-profit space. He creates the technical aspects of the programs, ensuring technical accuracy, and was a Demonstrator with the LEAP Robotics Program at Macquarie University.

Hayden Drake

Hayden Drake


Hayden is the managing director of Tactile Theory. He has a background in the events industry; organising exhibitions and conferences. Hayden coordinates the events and logistics at Tactile Theory and will more than likely be the person you speak to when you get in touch with us.

Our processes

There are a number of steps in the process Tactile Theory uses to develop our professional development courses.

To offer practical, relevant and NESA and TQI approved courses that help teachers develop confidence and improved skills in the use of technology in the classroom, we:

  1. conduct extensive product research. We explore the educational technology market for products that have the potential to create meaningful and engaging learning with students across a range of ages, from primary to secondary. For each potential product we:
    1. explore how it fits into the STEAM curriculum and assess the extent of its application across the variety of STEAM subjects
    2. explore how technically accurate it is and whether it has real-world applications that will prepare students for the future workplace
    3. create a one-page analysis of the product which drives our team’s discussion about what knowledge or new concepts are needed by teachers in order to maximize the effectiveness of the technology in the classroom
  1. conduct global pedagogical research by scanning and reading any available articles or dissertations in the education community, that address new pedagogical practices
  2. engage education professionals and industry experts to provide advice to Tactile Theory about our draft framework for our professional development courses
  3. identify the knowledge gaps in the education community that need to be addressed by professional development
  4. conduct rigorous review processes before it is submitted to NESA and TQI for accreditation
  5. undertake continual improvement and assessment of our courses to ensure they address the needs of teachers in building confidence and practical knowledge and application.


We care that our professional development courses satisfy the need for high-quality training in STEAM education and focus on implementing Futures Learning goals into your classroom. We do all this and more while ensuring that you gain accreditation towards retaining accreditation and addressing the Australian Professional Standards for Teachers (APST).

Rest assured, that whenever you or your staff engage in Tactile Theory’s Professional Development Courses, you will know that the NSW Educational Standards Authority (NESA) and the ACT Teacher Quality Institute (TQI) have endorsed our professional development courses as contributing towards professional learning requirements and all while engaging teachers in high-quality effective teaching education.

If you would like to find out more information about the accreditations held by Tactile Theory, visit our Accreditations page here.