This case study takes the perception of ethnography as not being generalisable and questions whether such an understanding is correct and also whether a different perspective on generalisability might be helpful in developing formative approaches to educational technology research. The aim is to encourage discussion about ethnography as a tool for technology researchers. The case study is built around arguing that such studies require localised understanding prior to interventions being developed and that mutable design principles can provide a generalised starting point for formative research projects. It is hoped users of the case study will be interested in how traditional methods can form part of innovative/formative enquiry and they may think about this when approaching their own research. [This content is provided in the format of an e-book.]