Student attrition in the enabling sciences suggests that early science and technology education is still failing to capture the imagination of learners. Furthermore, despite initial optimism, e-learning approaches have not redressed this problem. Young students can design an e-learning environment that promotes deep science and technology learning, but high technical support is required for its production and maintenance. To improve the sustainability and spread of this strategy as well as to preserve student ownership, the present research engages students in the design of a student-authorable e-learning system, dynamically re-conceiving student-centred science and technology curriculum for our age.