We explore the characteristics of children’s construction of dynamic systems in a school context. This is done through

analyzing children’s activities when working hands on with a modelling task, and also through informal interviews and

exhibitions where children described their work to peers and teachers who had not taken part in the activities. Our results

suggest that handling the technology, relating to others, and negotiating ideas, are prominent aspects in these activities.

Based on these results, we discuss the different activities involved in learning to create digital constructions and how

these relate to several important topics that are emphasized in educational research that draws on socio-cultural

perspectives on action and learning. These include the social context, the role of artefacts and technology, and the ability

to articulate, express, and discuss.