This article describes the relationship educational psychology maintains with both the cultural dimension and the use of technology at school. In this first case, the reference is to Cultural Psychology and to Activity Theory, alongside with the models of community of learners and practice. The sense-making process is central for such relationship. In the second case, the concepts of mediation and artifact are the starting points to define the contribution of the Computer Supported Collaborative Learning (CSCL) and the Collaborative Virtual Environments (CVEs) approaches. After discussing also methodological aspects, the article will shortly describe various experiences of use of innovative technologies, including technology purposely created. The article ends with a proposal meant to highlight the political role school should cover. Such proposal is based on the triangulation of: (a) that part of educational psychology attentive toward cultural processes and technology; (b) valuing those positive experiences already undertaken at school; (c) empowering students’ role.
Keywords: Mediation, artifacts, cultural psychology