Upshot: The OPC responses aptly identified numerous factors teachers encounter that can impede changes in pedagogical practice in the classroom. Although some of these factors are external, beyond a teacher’s control, I discuss one internal factor - a teacher’s attitudes and beliefs about their role and the learners they support - that was raised in the responses.

Context: In 2015, we are surrounded by tools and technologies for creating and making, thinking and learning. But classroom “learning” is often focused on learning about the tool/technology itself, rather than learning with or through the technology. Problem: A constructionist theory of learning offers useful ways for thinking about how technology can be included in the service of learning in K-12 classrooms. To support constructionism in the classroom, we need to focus on supporting teachers, who necessarily serve as the agents of classroom-level innovations. This article explores a central question: How can we support teachers to engage with constructionism as a way to think beyond a technocentric view in the classroom? Method: I approach this work from the perspective of a designer, using the process of supporting teachers working with the Scratch programming language in K-12 classrooms as a central example. I draw on reflections from six years of the ScratchEd project, which includes interviews with 30 teachers, and observations from teacher professional development events and an online community of educators. Results: I describe five sets of tensions that I encountered while designing the ScratchEd model of professional development: tensions between (1) tool and learning, (2) direction and discovery, (3) individual and group, (4) expert and novice, and (5) actual and aspirational. I describe how these tensions are negotiated within the elements of the PD model (an online community, participatory meetups, and an online workshop). Implications: The tensions I describe are not specific to Scratch, and can serve as a more general model for PD designers to scrutinize and critique. Constructivist content: This work contributes to ongoing conversations and questions about how to support constructivist/constructionist approaches in classrooms.

Key words: Constructionism, technocentrism, teachers, professional development, ScratchEd

Open peer commentary on the article “Designing Constructionist E-Books: New Mediations for Creative Mathematical Thinking?” by Chronis Kynigos. Upshot: Chronis Kynigos’s article invites us to explore how to make familiar objects for learning — namely, books — more constructionist. In my response, I ask questions about the affordances and potential limitations of books as central objects, particularly about the role of the learner in relation to the objects.