Despite the widespread availability and frequency of use of technological tools in the classrooms, there is little empirical research on examining the teaching practices and how teachers use technology to support scientific inquiry. This multi-case study examined the teaching practices of two science teachers and how they used the technology to support scientific inquiry in 1:1 classrooms. The findings of this study indicated that the teacher participants' use of time and technology supported simple inquiry. Technological tools engaged students in scientific processes, but not complex thinking or student questioning, during inquiry process. Furthermore, the study found that technology use supported student engagement in simple inquiry, with or without contextualized learning. Technology use supported cooperation and engagement of students in simple inquiry, with or without the development of scientific knowledge. This study contributes critical knowledge on the teaching practices and how teachers use technology to support scientific inquiry in a 1:1 classroom setting. Finally, the implications and recommendations for practice, policy, and future research are explored. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]