Distinctly and in tandem, constructionism (an educational philosophy) and digital fabrication (a process or workflow in which manufacturing machines and tools are controlled by computer) have received amplified consideration in current efforts at K-12 education reform. This article, which reflects on over five decades of documents, transcripts, and interviews with participants, illustrates how constructionism in K-12 educational technology has evolved starting at MIT from the inception of the Logo computer language (Constructionism 1.0) to its second iteration, MIT Media Lab’s Lifelong Kindergarten Scratch block-based programming environment (Constructionism 2.0). Fab labs, conceived by MIT’s Center for Bits & Atoms, is the third-generation platform for constructionist teaching and learning (Constructionism 3.0). A rich diversity of educational innovations emerged from the historical and growing relationship between constructionism and digital fabrication. This article explores the nature of constructionism as an epistemology, which is concerned with the scope of knowledge building, and how that can be enriched and amplified by the technologies of digital fabrication. A secondary contribution is a historical narrative reflecting on the evolution of constructionist technology driven principles in K-12 education. A final section probes the role of constructionist approaches in teaching and learning with digital fabrication technology.