TRODUCTION Little is known about the role of educational collaboratories as information systems for management of social (human) and technical (technology-related) factors in interdisciplinary contexts. Within a milieu of interdisciplinary issues in education, science, and technology, this paper takes a situated approach towards identification of complexities in the development of situated approach calls for recognition of multiple context of use of innovative technologies in educational settings. The GK-12 EdGrid Program is a three-year National Science Foundation (NSF)-funded project to support University of Illinois graduate students in the sciences, mathematics, engineering, and technology (SMET) disciplines. Selected graduate students collaborate with campus faculty and participating K-12 teachers to integrate the use of computerbased modeling, scientific visualization, and informatics in science and mathematics education. Based on initial experiences at four participating high schools across Illinois, this paper draws attention towards a range of factors that are being negotiated for successful progress and implementation of GK-12 EdGrid Program's educational collaboratories during the project's first year. Such a research endeavor will be helpful in two ways: First, it will help to understand how the formation and evolution of an educational collaboratory determines achievement of particular short-term and longterm goals. This may lead to formulation of an agenda for their future application in other similar contexts. Second, such a strategy will provide a clue towards how development of an educational collaboratory takes place as an outcome of negotiation between multiplicity in perceptions, cultural practices, work ethics, and personal preferences. This will h..