Analyses of the implementation and use of new participative media have traditionally
focused on one of three main perspectives: the development of the technology, its
activity or task-driven use in organisational or distributed settings, or the social
arrangements that facilitate such distributed work in general or the social production
of information in particular. Drawing on an infrastructural approach (Lievrouw &
Livingstone, 2006; Star & Ruhleder, 1996) this paper argues for a more integrative
perspective that pays equal attention to each perspective during the implementation
and use of new media. An infrastructural analysis of two cases of the implementation
of new media in educational settings is used to illustrate the value of the approach.
Findings from the analysis highlight the issues and problems of infrastructuring for
education at different orders of complexity e.g. resource constraints, the traversal and
bridging of multiple contexts, and political controversies. Implications for
infrastructural work and for research and practice in supporting the implementation
and use of new media in educational settings are addressed.