Scaffolding helps the novice to accomplish a task goal or solve a problem that otherwise would be beyond unassisted efforts. Scaffolding firstly aims to support the learner in accomplishing the task and secondly in learning from the task and improving future performance. This study has examined pre-service teachers' experiences of technology-enhanced/computer-supported collaborative inquiry learning when studying the anatomy of fish. The study investigated pre-service teachers' experiences of scaffolded use of a "Wiki" in structuring a dissection inquiry activity combined with scaffolded use of digital imaging to support problematizing during the sense making process. Quantitative data on the benefits experienced by the pre-service teachers in using the "Wiki" and in digital imaging were collected through responses to questions posted through an online questionnaire. Structure equation modeling was used to investigate the relationship between scaffolding with the "Wiki" and the experienced benefits of using technology. The use of structural scaffolding with the "Wiki" was not seen to be directly related to the experienced benefits. In encouraging knowledge acquisition and supporting deeper thinking on the topic, digital imaging had the strongest positive relationship to the experienced benefits of the technology, but there was no direct relationship with the use of the "Wiki." However, scaffolding by structuring the activity with the "Wiki" had meditational, indirect, effects through visualizations and peer support to intentional and active participation and thus the scaffolds were working during the inquiry synergistically. For teacher education this means that pre-service teachers may recognize the benefits of using technology only through a significant experience and thus under value the role of the technology itself.