This article attempts to do two things: first, to present some postmodern reflections on the current state of research into the relationship between information technology and learning, and second, to relate those reflections to the concept of representation, in ways that, it is hoped, offer some useful and positive models for extending our understanding. Using representations in anatomy and physics as examples, the article outlines three examples from current research of ways in which visual representations of learning can enhance our understanding of complexity and offer the potential for greater interconnectedness in our thinking. These examples are taken from representations of learning with technology in multiple environments, representations of statistical data on relative gains in learning with ICT, and representations of complex Internet search task behaviour. The article argues that making use of a wider range of representations might be valuable in moving the field beyond bivariate descriptions of e-learning, particularly in complex domains. (Contains 6 figures.)