1. Technology and Inquiry 1
Ashley Hungerford
EdTech 504
Educational Technology and Its Place in Inquiry-Based Learning: An Annotated Bibliography
Inquiry-based learning is part of constructivist learning theories, and follows the tenet
that learning is built from experience and is student driven. Inquiry-based learning models create
the perfect platform in which to integrate educational technology theories. The aim of
educational technology is to improve the learning process through the use of technology
resources. The goals of both educational technology and inquiry-based learning are aligned; they
strive to facilitate learning by providing relevant hands-on experiences that are student driven.
They do this by providing access to research tools, real word situations, and relevant experiences
that engage the learner in building knowledge. The resources below will help to show the natural
and vital role that educational technology plays in inquiry-based learning. The relationship
between educational technology and inquiry-based learning will be explored in three specific
ways: pedagogical approaches to facilitating learning across contexts, the role of inquiry-based
learning and technology in science programs, and inquiry-based learning using web based
technology.
Annotated Bibliography
Akyol, Z., & Garrison, R. D. (2011). Understanding cognitive presence in an online and blended
community of inquiry: Assessing outcomes and processes for deep approaches to
learning. British Journal of Educational Technology, 42(2), 233–250.
The article by Akyol and Garrison focuses on the learning experiences in online and
blended learning environments. The article is actually a research based study using a
mixture of qualitative data from written resources as well as direct interviews with

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learners. The intention of the researchers is to determine the effectiveness of online and
blended learning environments in providing inquiry-based learning experiences that
provide high levels of cognitive presence as well as positive learning outcomes(Akyol &
Garrison, 2011). This article will provide evidence for the effectiveness of using
educational technology in inquiry-based learning environments. The information is
documented with research evidence to back up all claims. More quantitative data is
suggested, but by no means do those suggestions limit the reliability of the qualitative
data collected. "Zehra Akyol is a research assistant and a graduate student in Computer
Education and Instructional Technology Department at Middle East Technical University
in Turkey. Randy Garrison is the Director of the Teaching and Learning Centre and a
professor in the Faculty of Education at the University of Calgary, Alberta, Canada
(Akyol & Garrison, 2011)." The article is current, as it was published two years ago, and
the content is relevant, as it discusses current issues of online and blended learning
environments. This resource is written at a higher level and intended for professionals in
the field of education; the vocabulary suggests that background knowledge of online
learning environments is essential for understanding.
Anastopoulou, S., Sharples, M., Ainsworth, S., Crook, C., O'Malley, C., & Wright, M. (2011).
Creating personal meaning through technology-supported science inquiry learning across
formal and informal settings. International Journal of Science Education, 34(2), 251–
273.
The article referenced above is a case study examining 28 high school students using a
software program that would help guide them through an inquiry-based situation to
measure healthy eating habits and proper nutrition, inside and outside of the classroom.

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This article focuses on the importance of inquiry-based learning in science curriculum, as
it allows learners to apply meaning and relevance to the study of science. The researchers
emphasizes the need for science to incorporate technology into the inquiry-based
curriculum to provide simulations of real world experience, due to lack of funding and
opportunity for real world applications in classrooms. This article will support my
position that science education is an ideal fit for utilizing educational technology
principles within an inquiry-based learning context. This article is supported by
numerical data and statistical analysis that suggests the data was properly obtained and all
possible miscalculations were taken into consideration in the final results. The data
evidenced in this article was collected by reliable sources and published in a well -
respected and established scientific journal. The authors of this case study are largely
post-doctoral researchers from various universities. The author Anastopoulou is a prolific
researcher and writer in the field of educational technology, and is included as a joint
author in another article being used in the paper. The article was written in 2013, and is
most definitely relevant in today's study of technology and inquiry-based science
education. The reading level for this article is at a higher level, intended for professionals
in the area of science and technology education. The article also presupposes an
understanding of statistical analysis as it is used to determine the validity of data for
research and evaluation purposes.
Crippen, K. J., & Archambault, L. (2012). scaffolded inquiry-based instruction with technology a
signature pedagogy for stem education. Computers in the Schools, 157–173.

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The article by Crippen and Archambault was written to explain the natural connection
between science education that is inquiry-based and technology. The article, unlike the
previous case studies, was researched using outside sources, experts in the fields of
inquiry-based learning, science STEM education, and educational technology. The
writers, aim to increase the reader's awareness of the purpose of inquiry-based learning
and how the objectives are in sync with teaching science concepts. What makes this
article unique are the specific examples of technology resources that were provided to
show the connection between the three disciplines of inquiry, science, and technology.
This article will create the foundation for the section of my paper that addresses the use
of technology in inquiry-based science classrooms. The background information and
research provided by the authors will lay the groundwork for my argument that inquiry-
based science and technology are a perfect marriage. The information in this article is
supported by over 30 authors, and is evidenced with direct quotes from and research
acquired by said authors. The researchers themselves are respected professors in
educational technology and STEM programs. The article was written in 2012, and is still
accurate and relevant to the topic. This article was written at a higher level, but most
educators could easily follow the language and vocabulary.
Little, S. (2008). Inquiry-based learning and technology—supporting institutional TEL within
one pedagogical context. British Journal of Educational Technology, 39(3), 422–432.
This article was written in support of utilizing technology as a strategic pedagogical
approach to inquiry-based learning. Little uses specific data gathered from the Centre for
Inquiry-Based Learning in the Arts and Social Sciences, which is a Centre for excellence

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in teaching and learning at the University of Sheffield (Little, 2008). The data consists of
case studies, as well as research based information that provides evidence of success
when learners use technology in inquiry-based learning environments. Little emphasizes
the importance for change in systems that do not currently employ technology and
inquiry-based learning, and she discusses the need for a uniform leader to determine and
distribute the necessary technologies that will best benefit the pedagogical approaches for
each situation. This article will help to support my supposition that technology can be
instrumental in facilitating pedagogical approaches in inquiry-based learning situations.
Little is a research associate for Sheffield University and has been published in a well-
respected journal of educational technology. Little's research is backed up by several
resources, approximately 12 authors and researchers including Dr. Philippa Levy, a
professor of Higher Education Development at Sheffield University. Other resources that
I will use in my paper will also confirm Little's research. This article is a little older than
the others, as it was published in 2008; however, the research is relevant to the issue at
hand, and is up-to-date for the topic. This article is not easy to use or read, as it is littered
with acronyms and professional lingo. The reading level for this article is high and would
not be recommended reading for the average lay person.
MacGregor, S. K., & Lou, Y. (2011). Web-Based Learning: How Task Scaffolding and Web Site
Design Support Knowledge Acquisition. Journal of Research on Technology in
Education, 37(2), p161-175.
The article by MacGregor and Lou is focused on the importance of using scaffolding, an
inquiry-based learning technique, when introducing new web based technology. The

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authors are using a case study of 5th
grade students that were introduced to webquesting
and the impact that scaffolding had on knowledge acquisition. The article will provide
data for the section of my paper that addresses the importance of web-based technology
in inquiry-based learning environments. The authors provide evidence of the
effectiveness of web-based technology as it applies to an inquiry-based learning situation
(webquesting). The authors provide detailed evidence for their case study that is both
qualitative and quantitative in nature. I have no doubt that the data is legitimate as it was
published by the well-respected Journal of Research on Technology in Education, and
conducted by two professors from Louisiana State University. This article is supported by
numerical data and statistical analysis that suggests the data was properly obtained and all
possible miscalculations were taken into consideration in the final results. The research is
also founded on research conducted by a multitude of authors cited in the bibliography.
The article was written in 2011, and remains relevant to the topic being discussed. The
article is written at a higher level and would be difficult for the average person to read
and understand. An understanding of statistical analysis as it applies to research data and
evaluation of the accuracy of information is presupposed.
Oliver, R. (2008). Engaging first year students using a Web-supported. High Educ, 285–301.
Oliver's article is focused on determining the level of engagement of college freshman,
pursuing a degree in communications, when using a web-based tool to support inquiry-
based learning. The author decided to focus on college freshman because they come from
a variety of backgrounds with varying levels of experience in self-directed learning,

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including research skills and inquiry-based learning skills. The case study gathers
information regarding the level of engagement of the students, as the author correlates
engagement to a higher retention rate. The author provides various data collected
regarding not only engagement, but also numerical data referring to success rates. I plan
to use this article to support my theory that web-based tools can be beneficial when
combined with inquiry-based learning. The evidence in this case study, while solid, will
not be my only resources for the web-based section of my paper, as I feel the evidence
could use further documentation and the wording of the article's intent should be adjusted
to incorporate the numerical data provided. The author, Dr. Ron Oliver is a well-
respected professor at Edith Cowan University, and was published in the Journal of
Higher Education by Springer Science and Business Media. The article was published in
2008, and still proves relevant today, as entry level college students continue to struggle
with the same issues in their first year. The research completed by the doctor is written in
academic language, uses difficult vocabulary, and presupposes an understanding of
analysis based data.
Pow, J., & Fu, J. (2012). Developing Digital Literacy through Collaborative Inquiry Learning in
the Web 2.0 Environment An Exploration of Implementing Strategy. Journal of
Information Technology Education: Research, 288-299.
The article referenced above explores the implementation of web-based collaborative
inquiry learning for the purpose of developing digital literacy (Pow & Fu, 2012). The
authors examine middle school students as they work collaboratively on web-based
inquiry lessons; the researchers attempt to determine areas where students struggle with
the lesson and create strategies to help students overcome their struggles. This article will

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be used in my paper as evidence of the effectiveness of inquiry-based learning in web-
based environments. I intend to use the study to show that educational technology and
inquiry-based learning not only function together, but do so in a way that provides
learners with all of the tools needed to be successful. The article is backed up by evidence
from research, which is provided by collected case study data as well as research
information from over 25 resources. This article was written in 2012, and is an up-to-date
resource that is relevant to current theories in educational technology. The reading level
of this article is advanced; it is not intended for the average reader. The authors clearly
intended the article to be read by professionals in education, as is evidenced by the
vocabulary and use of professionally associated acronyms.
Scanlon, E., Anastopoulou, S., Kerawalla, L., & Mulholland, P. (2011). How technology
resources can be used to represent personal inquiry and support students’ understanding
of it across contexts. Journal of Computer Assisted Learning, 516–529.
The article referenced above, more than any other, covers all three areas that my paper
attempts to address. The article is actually a case study; wherein, students and teachers
learn to deal with the difficulties of using inquiry-based learning across time and context
by utilizing technology scripting. The study examines the effectiveness of scripting
programs, such as nQuire, in a classroom setting, as a facilitator for student inquiry. The
authors do a great job of identifying the key concepts of inquiry-based learning in order
to identify the struggles that teachers, students, and schools have implementing the
program; then the authors show how a scripting program can provide a framework for
knowledge acquisition. The program facilitates the building of scaffolding needed to

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make inquiry-based learning successful. I will use this article to link various arguments
from my paper together; this will be possible because the case study focuses on a science
classroom, it addresses the benefits of inquiry-based learning, and it shows evidence that
technology can assist in making inquiry-based learning more successful. The research in
this article is documented using qualitative and quantitative data, and is backed up by
research from over 40 sources. The authors are researchers and professors at prestigious
universities, and the article was published in the well-respected Journal of Computer
Assisted Technology. The article was written in 2011, and is up-to-date. The reading level
for the article is advanced, but it is clearly written and easy to understand. It would take
minimal work for a layperson to gather the background knowledge to understand the
article.
Wang, F., Kinzie, M. B., McGuire, P., & Pan, E. (2009). Applying Technology to Inquiry-Based
Learning in Early Childhood Education. Early Childhood Educ J, 381–389.
The article by Wang et al. focuses on a very unique perspective; the learning context is
centered on early childhood students using technology to assist with inquiry-based
learning. This article in not a case study, but the researchers use evidence from various
case studies as they address several technologies currently geared towards early
childhood students. The purpose of this article is to emphasize the importance of utilizing
technology to engage students, and facilitate the building of scaffolding for early
childhood students in an inquiry-based learning environment. I will be using the
information from this article to support my argument that technology can be used to aide
in inquiry-based learning across various pedagogical contexts. The article is well

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researched and references many previously documented case studies. The information is
evidenced in such a way that it has proven to a valid source. The authors are professors
from various universities, and the article was published in a reputable journal; Early
Childhood Education, published by Springer Science and Business Media. The article
was published in 2009, and while some of the information on the lack of current early
childhood inquiry based programming no longer applies, the information regarding the
need for the technology in the inquiry-based program is still very relevant. The article
was written in academic language, and would require the reader to pay careful attention
to professional vocabulary.