In this paper I imagine how a piece of software (TAMI) that is yet to be built might contribute to learning of being in-place by Aboriginal Australian children. I take up an analytic toolkit that has been emerging in science and technology studies since the 1980s, of which perhaps the best known expression is actor-network theory (ANT). This entails struggling with new ways to understand what knowledge is. I argue that a significant aspect of TAMI’s contribution lies in the non-coherence it promotes. In explaining how this might possibly be beneficial in children’s learning about place, I make analogy to the benefits bilingual children derive from conceptual non-coherence.