Examining the Teacher's Role in Orchestrating Technology-Enhanced Inquiry Learning Environments

• In Event: 60.085 - Poster Session 11
  In Poster Session: 60.085-3 - Learning Environments: Social, Mobile, and Active

Abstract

The purpose of this research was to examine the role of a middle school science teacher in orchestrating a technology-enhanced inquiry learning environment. Using a convergent mixed methods approach, our research examines how the teacher orchestrated the PlantingScience (PS) learning environment. Students were engaged in inquiry activities and collaboration with scientist mentors in the PS online platform. Our results emphasize the adaptive and complex nature involved in orchestrating a technology enhanced inquiry learning environment; indicating the teacher guides inquiry through using teacher-centered, shared and student-centered levels of direction depending on the phase of inquiry. Additionally, the teacher’s PS platform comments revealed that the teacher mostly used process management scaffolds to incorporate the students’ use of the PS platform.

Authors

• Baki Cavlazoglu, Texas A&M University

• Jennifer K. LeBlanc, Texas A&M University

• Carol L. Stuessy, Texas A&M University