ABSTRACT
This chapter starts from the premise that educators are or ought to be very concerned with fine-grained coordination in the classroom and argues that computer science can augment, provide support for, and even change the nature of coordination in important ways. It further argues that there are structural reasons why computer scientists have not and might not fully investigate the relevant properties of computer systems. Currently, learning scientists are unable to exert their imaginations because they do not have sufficiently developed models of what can be done technologically; computer scientists are unwilling to exert their imaginations because they do not perceive a reason to do so and, indeed, perceive many reasons not to do so.
