Boser, R. 1993. The development of problem solving capabilities in pre-service technology teacher education. Journal of Technology Education 4(2). Available online at: (January 2004).

Bruer, J.T. 2003. Learning and Technology: A View from Cognitive Science. Pp. 159–172 in Technology Applications in Education: A Learning View, edited by H.F. O’Neil and R.S. Perez. Mahwah, N.J.: Lawrence Erlbaum Associates.

Bryson, M., S. Petrina, M. Braundy, and S. de Castell. 2003. Conditions for success?: gender in technology-intensive courses in British Columbia secondary schools. Canadian Journal of Science, Mathematics and Technology Education 3(2): 186–193.

Burnam, B., and Y. Kafai. 2001. Ethics and the computer: children’s development of moral reasoning about computer and internet use. Journal of Educational Computing Research 25(2): 111–127.

Cajas, F. 2002. The role of research in improving learning technological concepts and skills: the context of technological literacy. International Journal of Technology and Design Education 12(3): 175–188.

Cash, J.R., M.B. Behrmann, R.W. Stadt, and H. McDaniels. 1996. Effectiveness of cognitive apprenticeship instructional methods in college automotive technology classrooms. Journal of Industrial Teacher Education 34(2): 29–49.

Childress, V.W. 1996. Do integrating technology, science, and mathematics improve technological problem solving?: a quasi-experiment. Journal of Technology Education 8(1): 16–26.

Cognition and Technology Group at Vanderbilt. 1997. The Jasper Project: Lessons in Curriculum, Instruction, Assessment, and Professional Development. Mahwah, N.J.: Lawrence Erlbaum Associates.

Conner, D.A. 2003. Comments on “Undergraduate Education” editorial appearing in November 2002 issue [and reply]. Transactions on Education 46(1): 207.

Coorden, L., and J. Vandenabeele. 2002. Public participation in decision-making on technology: a challenge for citizens and experts. Available online at: (January 2004).

Cutler-Landsman, D. 1993. Bridging the Gender Gap with LEGO TC Logo. Pp. 91–99 in New Paradigms in Classroom Research on Logo Learning, edited by D. Watt and M. Watt. Eugene, Ore.: International Society for Technology in Education.

Davidovic, A., J. Warren, and E. Trichina. 2003. Learning benefits of structural example-based adaptive tutoring systems. IEEE Transactions on Education 46(2): 241–251.

Davis, R.S., I.S. Ginns, and C.J. McRobbie. 2002. Elementary school students’ understandings of technology concepts. Journal of Technology Education 14(1). Available online at: (January 2004).

Deal, W.F. 2001. Imagineering: designing robots imaginatively and creatively. The Technology Teacher 60(7): 17–25.

DeMiranda, M.A., and J.E. Folkestad. 2000. Linking cognitive science theory and technology education practice: a powerful connection not fully realized. Journal of Industrial Teacher Education 37(4): 5–23.

Driscoll, M.P. 2002. How People Learn (and What Technology Might Have to Do with It). Report No. RI89002001. Syracuse, N.Y.: ARC Professional Services Group (ERIC Document Reproduction Service No. ED470032).

Druin, A. 1999. The role of children in the design of new technology. Available online at: (January 2004).

The National Academies of Sciences, Engineering, and Medicine
500 Fifth St. N.W. | Washington, D.C. 20001

Copyright © National Academy of Sciences. All rights reserved.
Terms of Use and Privacy Statement