Guided by the Boundary Activity based Learning (BABL) principle, mobile technology-supported inquiry learning activities were implemented in a primary four science class in Hong Kong. An exploratory study was conducted to examine the effects of the BABL guided inquiry activities on students' learning performance and to explore how the key element, the boundary object, operated in different learning spaces. In the study, mixed research methods were used to evaluate students' conceptual understanding and their engagement in and attitudes toward BABL activities. The reciprocal interactions of students' cognition were qualitatively analyzed in terms of the forms and functions of boundary objects in the BABL environment. The results showed that students made significant improvements in conceptual understanding and were engaged in BABL activities. The study also revealed that the generation of abstract boundary objects, together with physical boundary objects, promoted students' learning and thinking as they shuttled between the classroom and the outside. This research contributes to informing educators about how to design and implement technology-supported teaching and learning through the use of boundary objects in crossing learning contexts. Copyright © 2020 International Forum of Educational Technology & Society.

This chapter reports on a one-year study, investigating how students in a primary school in Hong Kong advanced their content knowledge of science in a seamless inquiry-based learning environment leveraged by BYOD (Bring Your Own Device), taking the topic of “Flowers and Seeds” in the Biodiversity learning unit as an example. One teacher and 28 Grade 6 students were involved in this study. The students’ inquiry learning activities were documented using various apps. Qualitative data including pre-and post-domain tests, class observations, student artifacts, online postings and field notes were collected and analysed to examine students’ learning. The findings suggest that effective use of apps such as Skitch, Edmodo and Evernote with BYOD using an inquiry-based learning approach, could help younger students advance their knowledge in science, develop personalised learning skills and gain a better sense of ownership in science learning. In addition, the results indicate that tracing individual and group inquiry activities in multiple spaces can make the learning process and outcomes visible that may inform teachers and learners of their enhanced educational practices.