technologyandinquiry

Technology and Inquiry 1

Ashley HungerfordEdTech 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


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.


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.


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


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


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,


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


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


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


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.