This paper presents an implementation of Connected Spaces (CxS)--an ambient help seeking interface designed and developed for a project-based computing classroom. We use actor network theory (ANT) to provide an underutilized posthumanist lens to understand the creation of collaborative connections in this Computational Action-based implementation. Posthumanism offers an emerging and critical extension to sociocultural perspectives on understanding learning, by pushing us to decenter the human, and consider the active roles that human and non-human entities play in learning environments by actively shaping each other. We analyse how students in this class adjusted their help-seeking and collaborative habits following the introduction of CxS, a tool designed to foster (more inter-group) collaboration. ANT proposes generalized symmetry--a principle of considering human, non-human and more than human entities with equivalent and comparable agency, leading to describing phenomena as networks of actors in different evolving relationships with each other. Analysing collaborative interactions as fostered by CxS using an ANT approach supports design-based research--an iterative design revision process highlighting understandings about design as well as learning--by providing a temporal and informative lens into the relationship between actors and tools within the environment. Our key findings include a framing of technologies in classrooms as bridging agentic gaps between students and becoming actors engaging in different behaviours; learners enacting new agencies through technologies (for instance a more comfortable non-intrusive help seeker), and the need for voicing and teachers to connect help networks in CxS equipped classrooms.