Learning is no simple matter. Any one theory probably fails to fully account for what really happens. However, I am convinced that the constructivist perspective is a useful paradigm for guiding educational inquiry and designing engaging activities. This view suggests that learners are builders of their own knowledge structures. The implications are that instructional interventions need to be carefully crafted to encourage this construction.  This view of learning has led me to an interest in tools and their role for enhancing learning. In particular I am interested in tools that facilitate externalization or making transformations on symbol systems. If one view of the information is good perhaps more views are better, obviously at some point this breaks down. However, multiple portrayals can be useful for disembedding dimensions of the information. Different visualizations also stimulate reflection on those representations by activating alternative frames of reference and by juxtaposing conflicting knowledge structures.  Computer portrayal tools and multimedia can be considered partners in the learning process. Educators considering construction tools should consider the time and cognitive benefits involved.  My research into portrayal tools will advance knowledge of their effect on student cognition and provide further ideas for integration into educational settings.  Education needs tools to think with, not just tools to teach with.