‘According to the sociocultural perspective, human learning cannot be fully undestood without understanding human activity. In studying learning, therefore, one should focus on how tools, mental and material, are used in human activity and how humans construct knowledge and understanding by the use of tools. Moreover, the physical and social environments are considered integral to the learning activity. This conceptualisation of learning implies that it matters where the learning occurs.’ (Ingvill, p5)

Ingvill takes this to mean, from the point of view of ICT, that the important things are how it influences communication and how information is organised, stored, retrieved and interpreted. But also important, for me, is how identities are established. I think this is also true for the sort of classroom use of ICT that Ingvill was examining – the children who identify as expert users, or competent users, or unwilling users, or the ones that never get a chance to use the keyboard.