This dissertation examines how children make sense of the boundaries of technology and nature through a case study of thirty students in the sixth through seventh grade, attending a public charter school in the Ohio River Valley region of the United States of America (US). Using data collected via a range of ethnographic methods including interviews, observations, and a series of focused classroom conversations, I argue that the children's conceptualizations of the boundaries and the relationships between "technology" and "nature" are nuanced, heterogeneous, and subject to negotiation. Firstly, I find that these children actively engage in a variety of different kinds of "boundary work" when they define "technology" and "nature." Secondly, the role of "technology" and "nature" in these children's lives is wonderfully complex and diverse. Finally, I argue that that the process of "traversing," moving across, through and between boundaries more fully captures the intricacies of how these children conceptualize and negotiate "technology" and "nature" in their lives. Recent scholarship has problematized the dualistic positioning of technology and nature in children's lives, largely through consideration of the entangled configurations of humans and non-human Others. This study instead focuses on the ways that children, themselves, conceptualize the boundaries of technology, nature, and how they are related. In doing so the study further contributes to our understanding of the multiplicities and fullness of children's socio-cultural-techno-nature lives and concludes with implications for education, policy, and design as we navigate present and future technological and environmental challenges. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]