Coburn and Turner's "Research on Data Use: A Framework and Analysis" is a major step forward for educational researchers in the still-young community studying how educational systems are impacted by information tools. Even though the "data" that Coburn and Turner focus on in this paper are largely from traditional assessments, this work has tremendous potential for being applied more broadly. Their focus on "interactions" can allow one to include other forms of data that can be joined with student assessments for educational decisions. It can be used as a framework for studying decisions at different systemic levels, including those about teaching practice and teacher effectiveness, which are prominent in current national education policy discussions. The structure of the framework raises some questions when applied to states where some important state educational reform efforts, including Race to the Top with its influx of public and foundation funding, have been targeted. Some of the data states have is collected by districts; some, collected by the federal government; and, some is collected by the state itself. The data then can flow into the state as well as down to districts and on to federal entities. Using Coburn and Turner's framework, state education departments could contribute to the context for a district or school's data practices. Alternatively they could be sites of data practice where important decisions are taken. Depending on the study then, they could be context or/and contextualized. In this article, the author suggests that one way to expand on the substantial foundation that Coburn and Turner provide is to include a "sociotechnical" perspective. A sociotechnical perspective looks at both technical things and how they are used. Interactions are also key objects in a sociotechnical analysis. However, the interactions of interest involve the technologies. Implicit and fundamental to the entire premise of data use are the data systems themselves. These data systems--"artifacts"--can vary in terms of their content and relevance to different practices. The sociotechnical framework brings these artifacts into the research frame. How the artifacts are designed and how they align to different historical practices becomes important to appreciate. (Contains 1 figure.)