Paper presented at World Conference on New Trends in Science Education, September 19-23, Kuşadası, Turkey A THEMATIC REVIEW OF TECHNOLOGY EMBEDDED SCIENCE INQUIRY 1 Muammer ÇALIK 1 , Bayram COŞTU 2 , Neslihan ÜLTAY 4 , Ayşe AYTAR 5 , Hüseyin ARTUN 3 , Tuncay ÖZSEVGEÇ 1 , Jazlin EBENEZER 6 , Zeynel KÜÇÜK 3 1 Fatih Faculty of Education, Karadeniz Technical University, Trabzon, Turkey 2 Buca Faculty of Education, Dokuz Eylül University, İzmir, Turkey 3 Graduate School of Educational Science, Karadeniz Technical University, Trabzon, Turkey 4 Faculty of Education, Giresun University, Giresun, Turkey 5 Faculty of Education, Rize University, Rize, Turkey 6 Wayne State University, Detroit, USA Introduction Because enabling learners to use technology as a tool in conducting scientific inquiry is a National Science Education Standard, there are two standards pertinent to the use of technologies in scientific inquiry. Using a variety of technologies for investigation refers to the necessary tools (e.g., hand tools; measuring instruments and calculators; electronic devices; and computers for the collection, analysis, and display of data). The use of mathematical tools and statistical software refers to applying these to collect, analyze, and display data in charts and graphs and to conduct statistical analyses. Closely aligned with these scientific inquiry standards is one of the technology performance indicators--"research and information fluency" advocated by the International Society for Technology Education (ISTE‘s). Each of the science and technology standards may be accomplished by various technologies. Even though there are several successful studies on transformative communication as a cultural tool for guiding science inquiry, teaching science through on-line peer discussions, 1 This study was granted by The Scientific and Technological Research Council of Turkey ;TÜBİTAKͿ ;Project Number: 110K109)