Though the clusters have proved to be useful as a means of thinking about the competing
influences which shape computer use in schools, I have used them in this paper to
illustrate their dependence and, indeed, the dependence of most discourses concerned
with computers and education on an essentialist account of computer technology.
Essentialist accounts distinguish human and non-human elements. The dualism between
technology and ‘the social’ is dealt with in a variety of ways