It is clear that the transformation of pedagogy towards more pupil autonomy and personalization of the learning experience, which the early adopters of ICT envisaged, has not yet been widespread in Taiwan. Indeed, the advent of the IWB may be seen as a backward step, in that it gives a new impetus to traditional teacher-centred approaches. The ATLAS framework provides a valuable perspective from which to characterize the activities taking place and analyse their effectiveness. There is some preliminary work suggesting that it would be fruitful to focus on:
• the relationship between product goals and learning goals during activity designed for learning;
• the role of the teacher, software designers and students in providing and orchestrating the features of the setting to provide potential and structure for action;
• a shift in responsibility for orchestrating features in the classroom from the teacher to students (individually and collaboratively);
• the role of reflection-in-action during activity as well as reflection-on-action at the end of a lesson;
• developing interactivity scales for group work and individual computer use in order to analyse and compare the effects on learning of different ways of orchestrating features of these settings.