There has been growing concern that computers have failed to live up to the promise of improving learning for school kids. The New York Times, The Washington Post, and PBS have all done stories recently calling into question the benefits of computers in schools. When computers fail kids, it’s too easy to blame the technology. And it’s disingenuous simply to cast aspersions on the kids. Those are responses that do little if anything to account for what is a much more layered set of conditions. Computers don’t define how they are taken up socially, people do. Guardians, or extended families more largely, are a key constituent in the conditions for productive, participatory learning engagements with technology. But they are not the only players, by far. Teachers, policymakers, even gaming corporations share responsibility to fashion the sort of robust, attractive learning ecologies, instruments, and products to maximize the vast potential computing technologies and the Internet hold for engaged and indeed lifelong learning experiences.