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technology community broadcast their discovery of Vygotsky as if they were contributingsomething new to the debates on pedagogy. That was a threshold that, in England, I wouldargue that the education community crossed with Lady Plowden (1967).Second, I now find myself training professionals in uses of ICT that are dependent on a wholeraft of 'knowledge' and processes that remain, as far as the 'client' is concerned completelyunknown, irrelevant and unworthy of their time and attention. Put simply, we don't know howTesco's workflow system operates, all we care about is that when the barcode is scanned by thereader, our purchase is recorded and will generate a bill of charges accordingly:"Don't tell me how it works; just show me what to do.." (Anon 1989, 1999, 2000 [...] 2010,2011)People cross technological thresholds now - because they have to (N 1 ). In the domain ofeducation, take, for example, uses of Ofsted's individual school performance data toolRAISEonline (www.raiseonline.org). Successful head teachers use this system as a means ofcreating their own story of performance ahead of an Ofsted inspection visit. They are notconcerned with its technological underpinnings (asp.net. MySql etc.), they are on the other sideof a threshold where they are enabled to download, print out and then talk to a hard copy datareport - with diagrams - in my experience, how they were generated is of no interest to them. Inthe domain of professional learning, lawyers, doctors, bankers, accountants and increasinglyteachers attain professional qualifications through online means only. Again, they appear to beon the side of a threshold which is, to all intents and purposes, invisible.Whilst the threshold may be invisible, it has been possible to observe that this phenomenon hasoccurred. Indeed, in my career, looking back, I would suggest that there has been more than onethreshold 'moment'. Had I recorded or documented systematically as I went along all that I was140Simon Hughes Ph.D. Thesis (October 2012)