and the University of Leeds work on
Arithmetic culminating in cognitive models (e.g. the
models of errors in children’s subtraction produced by Young and O Shea [2]). These can be contrasted with
the predictions made about ubiquitous personal
computing by Kay and Goldberg in the Dynabook
project [4]. In our review of models, however, we
observed a shift from the individual to the social,
representing the socio-cultural turn more generally in
educational thinking which is reflected in many of the
enhancements listed above, and in the successes noted
particularly in relation to the use of asynchronous
collaboration [5]. In this paper we are argue that we
are moving from predominantly theory driven uses of
educational technology to predominantly technology
driven applications.