This paper describes a number of constructivist learning theories and illustrates how these theories underpin one significant task undertaken by tertiary students in a primary teacher-education degree programme. The activity aims to develop students’ understanding of technological practice and theory and to help them determine how they can bring these understandings to the primary classroom. By involving students in a collaborative and cooperative activity where they need to develop a technological solution, reflect on theirs and others technological processes and make explicit links to literature on authentic technological practice, the students are able to construct understanding and knowledge, not only of technological practice in the real world but how this can be adapted and taught in the primary classroom.