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Jerry McCollum's comments are pertinent to the role of technology in education. The metaphors we use are reflected in our social discourse and practice (language and thought). Reducing people's discourse and practice down to one of four root metaphors as Pepper suggested is not so easy but it is possible to show how our language reflects biases towards some perspectives rather than others. Semiotics was presented as a science that would allow us to see the connections within language and how people used it to develop a perspective. Its not without its own problems. Namely that it must theorize about itself because semiotics is presented through language about language. People have explored how the metaphor and language of computers was used to understand the brain and in some cases vice versa. In terms of the educational use of computers do we use the metaphor of the computer as tool, tutor or tutee. The metaphor chosen reflects how we think of learner, what learning is, and the computers role in that learning. To chose one usually means that the other metaphors are not used. Once this has happened we have built into our software and hardware particular types of relationships between the computer, learner and teacher. This then becomes our socially constructed environment which learners usually do not have much say in. Like wise IQ tests are part of a particular environment that has been socially constructed which includes some ways of doing and seeing things (social discourse and practice) and excludes others. I would suggest that the issue of inclusion and exclusion by certain environments may warrant some discussion. Is it possible to be inclusive of all possible perspectives. A bit like asking is the multicultural environment achieveable in both the ethnic sense and others. What perspectives do technology include and preclude? I will leave that with people to chew on over Xmas. Michael Gaffney email@example.com Otago University New Zealand