Rosemary Luckin discusses the potential for ever smaller, more mobile, more pervasive and more environmentally embedded technology to support rich learning experiences that integrate learners interactions across multiple locations, times and subjects. She proposes that in order to fulfill this potential we need a model to support technology and learning design that better takes a learner's context into account. Here she introduces the Learner Centric Ecology of Resources model of context and its associated design framework to support the development of technology enhanced educational experiences that match the available resources to each learner's needs. The presentation of this model and framework is supported by empirical evidence that demonstrate the model's grounding and the ways in which it can be used in the design and evaluation of technology enhanced learning activities.