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However, research in the learning sciences has shown that learning does not reside in one individual’s brain. Consequently, as the field has integrated distributed, situated, and sociocultural models of learning, so too have our definitions of constructionism evolved. Similarly, this volume too reflects that diversity. It follows two earlier books of collected works that describe core constructionist projects, ideas, and theories. The first book, simply titled Constructionism (Harel & Papert, 1991)—written almost entirely by Papert and his students—laid out this design paradigm’s theoretical foundations. The second book, Constructionism in Practice (Kafai & Resnick, 1996), extended the constructionist agenda by describing new tools and implementations toward making a reality the vision of the child programming the computer rather than the computer programming the child (Papert, 1980). Constructionist ideas have not …