The problem with representing knowledge with and about technology

The articles contained in this issue raise a series of questions that all, to a greater or lesser degree, call in to doubt our ability to communicate with each other. This is a particularly melodramatic way of expressing it, perhaps, but it serves to highlight a fundamental concern: even if we know something, can we share that knowledge with anyone else? More specifically, for researchers in this field, if we think we know something about technology, how can we communicate that understanding to others? The general problems of communication are illustrated by a series of articles from Dickey, Wheeler, Lee et al. and by Bakker et al. There are many things that teachers find hard to communicate to students in the first place, particularly those that relate to tacit practices. Dickey's study explores one way in which such practices can be communicated to students–involving an embodied representation of knowledge, communication through demonstration