Designing and implementing pedagogies that support collaborative groupwork experiences and which also incorporate the use of information and communications technology is a commonplace, yet complex, task. This article describes a case study that uncovered problems with such an approach that employed interdisciplinary group projects in an undergraduate business program. Described is how the use of computers, in this context, constrained the participants' joint activity and therefore did not foster the elaboration of knowledge and critical thinking hoped for within the ideals of an integrated approach. The participants, instead, specialized with some students working hard to piece together a report whilst others loafed.