Digital technology in the mathematics classroom is often seen only as a tool. The purpose of this paper is to expand the discussion about the kind of roles digital technology can play by using programming activities as examples. We apply components from Engeström's Cultural Historical Activity Theory to discuss programming as the object of the activity; the tool in use; part of the division of labor; and as a part of a classroom community. Digital technology as a part of division labor and classroom community has the potential to provide rich classroom communications and learning processes in which the students, the teacher, and digital technology interact with each other.