In this paper we will deal with the relation between conceptual analysis and technological integration in the extended cognition and mind debate. The question is: is there a conceptual nucleus/core, which is largely independent from empirical facts like technological integration or will technological progress erase the mind’s boundary by itself? After having rehearsed the debate’s main points and characteristics, we will confront this problem in the specific case of education. Here, common practices imply epistemological points of view which (implicitly) endorse or reject an extended conception of mind and cognition, as the case of competence evaluation will show.