ABSTRACT
Time is a key issue in learning. When communicating past experiences and in planning future events, we create events where learning can occur. In any setting, there are meeting points, or zones, where participants create common objects. In these zones different temporalities intersect. Time is also central in tool use and in our organisation of activities. The semiotic potential of new technologies carries types of knowledge and potentials for meaning-making. Our view is that such artifacts connect us to our past and to how knowledge has been socially organised and accumulated. In other words, the actions and activities in which we participate are part of a process of historical socio-genesis (Valsiner, 1998; Valsiner and van der Veer, 2000; Ludvigsen in press).
