Discussions about the use of information and communications technology (ICT) based learning environments often assume that use is defined, or at least severely constrained, by the inherent intentions of the designer. However, typical uses of educational software involve a subversion of the designer’s intentions to match contextual needs. Designers should consider designing for subversive use, recognizing that users fit the use of ICT environments into contextually tuned ‘situated’ learning environments. In this sense, good design is volatile design, i.e. design which changes with contextual use. These ideas are illustrated with reference to a range of ICT learning environments.
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