This master thesis is an empirical investigation of learning with technology in an introductory design course at the University of Oslo and its students. The overarching goal of the thesis is to make design considerations that are anchored both theoretically and empirically. In a Design Thinking process, a social constructivist framework is operationalised through a prototype to make these design considerations. The five stages of the Design Thinking process facilitated a closer look at the student’s academic life, as well as their hopes and expectations for the course and the future. There was a total of 61 participants throughout 19 data collection activities. A thematic analysis of the entire research project revealed which themes were recurring throughout the Design Thinking process. These themes were then compared to the theoretical framework, leading to the findings. There were three themes with 18 design considerations. Through a discussion with relevant literature, the findings were compared and contrasted to seminal works. The findings suggest technology itself is not a more capable peer, but rather a tool to enhance scaffolding by adopting the characteristics of a more capable peer mixed with the characteristics of technology, to become a useful tool. Thus, this thesis contributes with design considerations to design digital technology that scaffold the students. While this thesis aims to contribute with design considerations, it will also contribute to the literature with new insights into the social constructivist concepts that were operationalised in the design process.