II - Scholarship

objectives for digital design, can help schools
to bridge these gaps.
REFERENCES
The proposals and critical reflections shared in
this essay are intended to support the explicit
cultivation of knowledge, abilities, attitudes,
and habits tied to technology and architectural
education. Contemporary architectural
pedagogy and curricula must address the
difference between teaching students to merely
use technology and teaching students to design
with technology.
1
Juhani Pallasmaa, The Eyes of the Skin:
Architecture and the senses. (Somerset, NJ:
John Wiley & Sons, 1996)
2
Stephen Kieran and James Timberlake,
Refabricating Architecture: How
manufacturing methodologies are poised to
transform building construction. (New York:
McGraw-Hill Professional, 2003)
3 Marc Prensky, “Digital Natives, Digital
Immigrants.” On the Horizon. Vol. 9 No. 5
(2001), 1-6.
4 Neil Selwyn, The Digital Native: Myth and
reality. In Aslib Proceedings (Vol. 61, No. 4,).
Emerald Group Publishing Limited (2009),
364-379.
5 Sue Bennett, Karl Maton, and Lisa Kervin,
The ‘Digital Natives’ Debate: A critical review
of the evidence. British Journal of Educational
technology, 39(5), (2008), 775-786.
6 Enrique Dans, “The Absurd and Unfounded
Myth of the Digital Native.” (June 4, 2014)
https://medium.com/enrique-dans/the-absurd-
and-unfounded-myth-of-the-digital-native-
45d1ff397785#.t959mvxza [Accessed January
9, 2016]
11 B.A. Sheil, “Coping with Complexity.”
Office Technology and People, 1(4), (1983),
295-320.
12 Alan F. Blackwell, "What is Programming?"
14th Workshop of the Psychology of
Programming Interest Group, (2002), 204-218.
13 Roy D. Pea, “Logo Programming and
Problem Solving.” (1987).
14 David N. Perkins and Gavriel Salomon,
“Are Cognitive Skills Context-Bound?”.
Educational Researcher, 18(1), (1989), 16-25.
15 Barbara L. McCombs, "Alternative
Perspectives for Motivation." Developing
Engaged Readers in School and Home
Communities (1986), 67-87.
16 Barbara Y. White, and John R. Frederiksen,
“Inquiry, Modelling, And Metacognition:
Making science accessible to all students.”
Cognition and Instruction, 16(1), (1998), 113-
118.
17
John D. Bransford, Ann L. Brown, and
Rodney R. Cocking, How People Learn:
Brain, mind, experience, and school.
(Washington, D.C.: National Academies Press,
1999)
7 Jane Andrews and Helen Higson, Graduate
Employability, ‘Soft Skills’ Versus ‘Hard’
Business Knowledge: A European study.
Higher Education in Europe, 33(4), (2008),
411-422.
18 Lauren B. Resnick, and Leopold E. Klopfer,
Toward the Thinking Curriculum: Current
Cognitive Research. Association for
Supervision and Curriculum Development.
(1989), 129-149.
Charrette 4(1) Spring 2017
ISSN: 2054-6718
13
8 Chynette Nealy, "Integrating Soft Skills
Through Active Learning in The Management
Classroom.” Journal of College Teaching &
Learning, 2(4) (2005), 1-6.
9 Randy Bancino, and Claire Zevalkink, "Soft
Skills: The New Curriculum for Hard-Core
Technical Professionals." Techniques:
Connecting Education and Careers (J1) 82.5,
(2002), 20-22.
10 Ernest L Boyer and Lee D. Mitgang,
Building Community: A New Future for
Architecture Education and Practice: A
special report. (New York: Jossey-Bass Inc,
1996), Preface-xvi.
Charrette 4(1) Spring 2017
ISSN: 2054-6718
19 John D. Bransford and Barry S. Stein, "The
IDEAL Problem Solver." A Series of Books in
Psychology. (New York: Freeman, 1984).
20 Marlene Scardamalia, Carl Bereiter, and
Rosanne Steinbach, “Teachability Of
Reflective Processes in Written Composition.”
Cognitive Science, 8(2), (1984) 173-190.
21 Herbert A. Simon, “Problem Solving and
Education.” Problem Solving and Education:
Issues in Teaching and Research (Hillsdale,
NJ: Erlbaum, 1980), pp. 81-96.
22 K. Anders Ericsson, Ralf T. Krampe, and
Clemens Tesch-Römer, "The Role of
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