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The educational research community lacks a consistent methodology for the study of learning that does not begin with humans, their goals, and their concerns (Sorensen, 2009). While the modern practice of schooling is and always has been inextricably intertwined with its materials, the formative significance of materiality to the social project of education has received surprisingly little theoretical attention (Adams, 2010; Fenwick & Edwards, 2013; Edwards, 2010; Johri, 2011; Sorensen, 2009; Waltz, 2006). While educational artifacts are noticed, they are largely not considered integral to the educational program. “Artifacts remain interesting set pieces, but not participatory, interested actors” (Waltz, 2006, p.54). Waltz (2006) speculates that the reason educational theory disregards or underestimates the role of things, is because it treats nonhuman entities as categorically different from human ones. The natural and artifactual world are opposed to and separated from the social world. This clear-cut dichotomy between sociality and materiality, which traces back to Descartes’ notion of the internal and external (Barad, 2007) and which we find validated within the Positivistic tradition of scientific inquiry, have inscribed a division between the object and the subject that continues to define educational thought and research, which is itself deeply rooted in the sociological tradition (Waltz, 2006). According to this perspective, since human-to-human interaction is radically different from

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The Materiality of Virtual Learning Environments: Developing an Analytical Framework for the Study of Educational Platforms, Artifacts and Applications