“Sound applications of databases in teaching may actively engage students in analyzing, synthesizing and evaluating information and constructing knowledge.” omputers have been recognized as potential cognitive tools for decades (eg, Bork, 1985; Derry & LaJoie, 1993; Kommers, Jonassen, & Mayes, 1992; Papert, 1980; Sewell, 1990). As physical tools support the human body and physical behaviors, so do cognitive tools serve as equipment and skills that support human thinking (cognition)(Jonassen, 2000; Jonassen, Peck, & Wilson, 1999). Computers, with their varied devices, applications and functions, can certainly support, guide and extend the thinking processes of their users, when well integrated into teaching and learning (Derry & LaJoie, 1993). However, in schools computers are still often found" oversold and underused"(Cuban, 2003); and teachers often use computers as production tools only and do not necessarily utilize the potential of computers as cognitive tools.