This collective case study uses a design-based research approach to investigate the role of 3D pens, an emerging technology, in fostering creativity during a lesson on biomes, genetics, and heredity with learners in six classes of 4th and 5th grade students from rural Michigan and Idaho. Data analyzed included video of the classroom lessons, student surveys, student created artifacts (planning grids, sketches, photos of their 3D bugs), and student created Flipgrid reflections. We used a collective case of three cases encompassing nine students with self-reported high, median/mean, and low creativity scores to investigate how these scores and creative products aligned. Three major themes emerged across and within the cases: aspects of originality were found in all products, positive and negative aspects of technology use, and affect towards the activity. The results of this study offer understandings into design of activities to foster creative perception and production in the classroom.