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Inquiry-based learning
(IBL) is a teaching approach where students take control of their learning by
asking questions and gathering information through experiences. IBL requires teachers to discontinue direct
instruction and become a facilitator in student lead learning. Being that this method has educators giving away
the control, educators wonder how does an inquiry-based learning environment
work and where does technology fall into place?
First, educators need to
understand the importance of using inquiry-based learning when teaching before
applying it into their classroom. According to Workshop: Inquiry-Based Learning
(2004), memorizing facts and information is not the most important skill in
today’s world. Information changes and
facts are at the tip of our fingertips.
Learners now need to understand how to get the information and how to
make sense of it all. Through IBL students are required to become problem
solvers by asking questions and gathering information to answer the questions.
In 20 Questions to Guide Inquiry-Based Learning (2013), the inquiry process has
four student lead phases. Phase one is
to pose real questions, phase two is to find resources, phase three is to
interrupt data, and phase four is to report findings. Through these phases students are involved in
their learning and dictating where the learning goes, when this happens
students are more inclined to remember the experience (process) than
remembering facts to understand a concept.
After educators have
understood the importance of using IBL they can then begin to apply it into
their classroom. To create an IBL
environment does not require technology, but using technology through the
process can keep motivation, expand curiosity, raise new questions, and provide
many different resources. Hakverdi-Can and Sonmez (2012), support
the use of technology in an inquiry-based learning environment, but with
appropriate and valuable resources such as WebQuest. In “Learning How to Design
a Technology Supported Inquiry-Based Learning” (2012) states, “Although
technology integration benefits student learning there are challenges and
limitations such as lack of time to design learning environments, teacher’s
proficiency in technology, and the Internet.”
In contrast to what course readings and videos have stated Hakverdi-Can
and Sonmez (2012) believes technology should be limited and researched in an
inquiry-based learning environment. In the application they studied, WebQuest
allows students to take responsibility of their learning, make real life
connections, improve critical thinking, and make decisions. Even though the viewpoints on the use of
technology in inquiry-based learning are different the outcomes are still the
same.
In agreeance Li, Dyjur,
Nicolson, and Moorman (2009) believe that in an inquiry-based learning
environment explores the natural and material world, leads to asking questions,
making discoveries, and new understanding.
Both support an IBL environment but are on the opposite ends of the
spectrum on the resources technology provides.
In “Videoconferencing to Provide Mentorship in
Inquiry-Bases Urban and Rural Secondary Classrooms” (2009) states, “Although
inquiry holds promise for learning, there are concerns for limited access to
resources.” The limited access is
especially a concern in rural communities.
Schools in rural communities do not have enough technology to build or
help their IBL environment. Videoconferencing
with different communities provides the feeling of meeting the other person,
gathering different viewpoints, making eye contact, and seeing other people’s
expressions. Videoconferencing can provide schools with limited technology the
opportunity to create an inquiry-based learning environment.
References
Hakverdi-Can, M. & Sonmez, D. (2012). Learning
How to Design a Technology Supported Inquiry-Based Learning environment. Science
Education International, 23(4), 3338-352.
Li, Q., Dyjur,
P., Nicolson, N., & Moorman, L. (2009). Using Videoconferencing
to Provide Mentorship in Inquiry-Bases Urban and
Rural Secondary Classrooms. Canadian Journal of Learning and
Technology, 35(3).
(2014). Benefits of Inquiry-Based Learning.
You Tube. Retrieved from https://www.youtube.com/watch?v=2ylmVT5lkck
(2015). Inquiry Based Teaching: The Inquiry
Approach. Teaching Channel. Retrieved from
(2004). Workshop: Inquiry-based
learning. Concept to classroom. Ed online. Retrieved from http://www.thirteen.org/edonline/concept2class/inquiry/
(2013). 20 questions to guide inquiry-based
learning. Teacher Thought. Retrieved from http://www.teachthought.com/learning/20-questions-guide-inquiry-based-learning/
(2013). What is IBL? Transformative
experiences for students Academy of inquiry-based learning. Retrieved
from http://www.inquirybasedlearning.org/?page=What_is_IBL
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