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In 1993, the last time ICCE was in Taiwan, theories of situated cognition were promising to change the field of educational computing. What has happened since? It seems that many of the superficial interpretations of situated cognition (that thinking is a physical skill, that knowledge cannot be separated from activity, that learning takes place through participation and not in an individual mind) have been sufficiently refined that they may be considered to accord with current emphases on collaborative learning environments. However, the precept that"'situated'means coordination without deliberation", which, superficially (and, of course, situationists would attempt to clarify that it is much deeper than this), seems to reduce cognition to unreflective practice does not appear to correspond to current system designs. There is now an incrcascd cmphasis on learning systems providing an environment not just for practice but …