We now break with our ethos of the previous discussions by giving undue attention to the ICT-based learning which was evident in our study. This is an attempt to address some of the project’s final questions concerning the nature and form of ICT-based education. In using the example of how people learn to use computers we seek to illustrate how the three social contexts of home, work and community site actually interact with each other in shaping adults’ ICT use and learning. The example of learning to use a computer was chosen as it was by far the most prevalent ICT-based educative activity throughout our data. That we found far more sustained evidence of learning about computers rather than learning through them is telling, but for the time being it offers us the best available example through which to understand the social complexities of what happens when adults actually do learn with technology.