Handling the vast amounts of data and information available in contemporary society is a challenge. Geovisual Analytics provides technology designed to increase the effectiveness of information interpretation and analytical task solving. To date, little attention has been paid to the role such tools can play in education and to the extent to which they can process actionable data for students. The aim of this paper is to examine students' learning activities involving a Geovisual Analytics tool in order to understand education in such settings. The paper builds on a study conducted in three public primary schools in grades 4 through 6. The implemented technology was used in four different social science classes, each for a period of two to four weeks. Empirical data were collected via video observations and speak-aloud interviews conducted using software that allows recordings by computer webcams and captures the actions on the computer screen.The interactions were analyzed, applying constructs and metaphors developed by Latour. The results indicate that, together, the data-rich setting and the students create intelligibility, where knowledge emerges from heterogeneously constructed networks. These show that learning is complex in character, continuously ongoing in an intertwined, multimodal, multiple, and content-focused mode.